Yesterday, almost 900 young people from over 85 countries took over the UN General Assembly for the UN Youth Assembly. The theme: Realizing the 2030 Agenda: Youth in Action looked at the role of young people in achieving the 2030 Agenda for Sustainable Development, and education was front and centre of discussions with participants receiving copies of the GEM Youth Report.
Aaron Benavot, Director of the GEM Report delivered a keynote presentation on SDG4 in the opening session. Following the opening session, the GEM Report led a panel discussion on quality education with colleagues from UNGEI, UNICEF, UN Women, INEE and ONE. The panelists discussed how the persistent barriers in access to education, particularly for the most marginalized, can be overcome; the ways in which education can have a transformative impact on other sectors; and the need to build effective partnerships between young people, government, local communities, the private sector and UN agencies.
The GEM Report’s keynote presentation challenged the young people to think critically about the education goal by examining what people should learn, when people should learn, who should learn and why we should learn.
by Peter Carrier, Georg Eckert Institute
This blog assesses how the Holocaust is addressed in official curricula and textbooks worldwide. It shows that, while discrepancies between historical knowledge in different countries challenge global citizenship, historical education nonetheless contributes towards greater awareness of human rights violations and the prevention of atrocities in the long term. The UNESCO report about The International Status of Education about the Holocaust (2015) thus contributes towards our understanding of the impact of curricula and textbooks, as outlined in the 2016 GEM Report.
One of the most striking aspects of education about the Holocaust is that no country is alike. Even when two countries stipulate simply ‘the Holocaust’ in their national curricula, the event is invariably contextualised in idiosyncratic ways. England, for example, stipulates that the Holocaust be taught in the context of the Second World War, while the curriculum of Mexico demands that it be taught in the context of lessons about human rights violations. Some countries place the Holocaust squarely in the centre of the history of the twentieth century, while others place it within European history or do not mention it at all. In short, among the 195 officially recognised countries in the world, curricula stipulate at least 135 different versions of the Holocaust.
Representations of the Holocaust in history textbooks are more complex than those found in curricula. The UNESCO report International Status of Education about the Holocaust – A Global Mapping of Textbooks (2015) documents the narratives of the Holocaust in eighty-nine textbooks published in twenty-six countries since 2000. The findings show that there are broadly shared patterns by which the Holocaust is represented – patterns which convey recurrent geographical boundaries and time spans, protagonists, interpretative patterns, narrative techniques and pedagogical methods. However, all countries demonstrate narrative idiosyncracies by emphasising selective information and the local significance of the event, or by appropriating it in the interests of local populations. Continue reading
This blog looks at the positive example Rwanda sets in promoting gender equality through its textbooks. It is part of a series of blogs on this site published to encourage debates around a new GEM Report Policy Paper: Between the Lines, which looks at the content of textbooks and how it reflects some of the key concepts in Target 4.7 in the UN Sustainable Development Goals (SDGs).
by S. Garnett Russell, Assistant Professor at Teachers College, Columbia University and Director of the George Clement Bond Center for African Education
In 1994, Rwanda experienced one of the worst genocides in history. In just 100 days, more than 800,000 Rwandans were killed and roughly 350,000 women were raped. Today, Rwanda is held up as a paradigm for countries hoping to achieve gender equality in a post-conflict context. This blog highlights some of the work the country has done in pushing equal rights for men and women in its laws, policies, and through its education system via textbooks. It also shows, however, that deeply embedded views about gender norms will take time to change. Continue reading
We need to reconceive what it means to prosper. The current prosperity enjoyed by pockets of people across the world has had a devastating impact on our natural environment and left too many people behind. Education is often held up as the panacea for poverty, and while there is little doubt that education increases income, reduces poverty and contributes to economic growth, there is an urgent need for us to rethink how we educate ourselves in order for our economies to become more sustainable and inclusive.
Our publication, Partnering for prosperity: Education for green and inclusive growth, launched today at the World Economic Forum in Davos, describes the transformative role that education and lifelong learning can play in fostering green growth. Education can help make production and consumption sustainable, provide green skills for current and emergent industries, and orient higher education and research towards green innovation. At the same time, as the economy becomes greener, it must also become more inclusive. Prosperity must be conceived in ways that leave no one behind. Closer integration of education, economic and employment policies are essential for that change to happen. Continue reading
Gender bias in textbooks is one of the best camouflaged and hardest to budge rocks in the road to gender equality in education. Through stereotypical and unbalanced depictions of men and women in stories and illustrations, textbooks undermine values and attitudes conducive to gender equality and empowerment, a cornerstone in the 2030 Agenda for Sustainable Development.
Our latest policy paper, about which we’ve been running an extensive blog series over recent weeks, has taken a detailed look at the content of textbooks. This week we will be focusing on the way they cover gender issues and women’s rights, in order to help feed into an online WikiGender discussion with OECD and UNESCO. Partners for the discussion include UNGEI (United Nations Girls Education Initiative), FAWE (Forum for African Women Educationalists), GPE (Global Partnership for Education) and the Council of Europe. Join us online this week via the website, or tune into the Google Hangout this Friday at 3pm CET. It is lined up to be a vibrant discussion. Continue reading
By Paul Wilson, Assistant Professor of Clinical Population and Family Health at Columbia University.
Books, especially textbooks, are critical to learning, as we have been reading in the latest blog series on this site, but they are in grievously short supply in many developing country classrooms. Results for Development (R4D) recently released a report, on which I advised, exploring the feasibility of a “Global Book Alliance” that would focus attention, expertise and resources on this crucial obstacle to effective education.
Much of our inspiration came from the success of global funds in health, which have transformed donor assistance in many areas. In our Report – and this blog – we carry on the questions explored in the policy paper released by the GEM Report at the start of last year: Could a new alliance do the same for books? Continue reading