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Knowledge portals

• The UNESCO Institute for Statistics (UIS) catalogue of learning assessments provides comprehensive information on public examinations, as well as national and international assessments undertaken around the world. UIS is also working with its partners to help provide the technical guidance, methodologies and statistical information needed to monitor and improve the learning outcomes of all children. 

• The website of Third Regional Comparative and Explicative Study (TERCE) of the Latin-American Laboratory for the Assessment of the Quality of Education (LLECE) provides information on this 2013 large-scale study of learning achievements in 15 countries (Argentina, Brazil, Chile, Colombia, Costa Rica, Dominican Republic, Ecuador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru and Uruguay), plus the Mexican state of Nuevo León (Mexico). This web site also includes access to the information kit.

  
  
• UNESCO Bangkok's electronic library serves as a gateway to information on education, social sciences, culture, communication/information, natural sciences, and a number of cross-cutting themes and topics relevant to the Asia-Pacific region. Visit the e-Library.

Databases

• Plan4learning: This database is managed by UNESCO’s International Institute for Educational Planning (IIEP). Visitors can search for documents by thematic or focus area, key word, corporate bodies, projects, type of document and geographical area.

Tools and guidelines

• UIS tools and guidelines related to learning outcomes include: the Catalogue of Learning Assessments- Questionnaire; the Catalogue of Learning Assessments - Instruction Manual; the Toward Universal Learning: Implementing Assessment to Improve; the Learning - Report 3; Learning Metrics Task Force: Recommendations (brochure).
  
  
• ISCED: International Standard Classification of Education: UNESCO developed the International Standard Classification of Education (ISCED) to facilitate comparisons of education statistics and indicators across countries on the basis of uniform and internationally agreed definitions. In 2011, a revision to ISCED was formally adopted by UNESCO Member States. The product of extensive international and regional consultations among education and statistical experts, ISCED 2011 takes into account significant changes in education systems worldwide since the last ISCED revision in 1997.
  
  
• General Education Quality Diagnosis Framework (GEQAF): UNESCO, in collaboration with its Member States, developed the General Education Quality Analysis/Diagnosis Framework (GEQAF) to strengthen national capacity in assessing education systems based on local knowledge and expertise. The diagnostics/ analysis guided by the GEQAF are intended to strengthen both the qualitative and quantitative knowledge base required to design and implement responsive, targeted and timely quality improvement interventions. The GEQAF contains 15 Analytical Tools covering all key aspects of an education system taking into account the inter-dependencies and linkages between the various aspects.

Publications

UNESDOC: This UNESCO database allows visitors to search for reports, case studies and publications related to education assessments and quality assurance. A selection of UNESCO’s publications are also now available under the Open Access Repository.

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Knowledge portals

• Through its ECCE portal, UNESCO provides a wide array of resources that share know-how and innovative practices in ECCE. The portal groups together various materials including: ECCE country profiles, thirteen country policy reviews conducted in collaboration with OECD and UNICEF which provide countries with an opportunity to review their early childhood policies and highlight good practices and challenges and assist them to identify concrete measures to improve their policies; a collection of 52 two-page briefs seeking to answer questions on the planning and implementation of early childhood policies; 26 reports on various topics including the integration of ECCE within education and early childhood education, health, protection and policy planning indicators.

Publications and others resources

• The Resources page of the UNESCO Office in Bangkok provides links to resources by UNESCO and other affiliated organizations on the theme of Early Childhood Care and Education. This includes:

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Databases

• UNESCO's online Database on Climate Change Education (CCE)  provides easy access to hundreds of CCE resources, including good practices, teaching and learning materials, scientific articles and multimedia material from around the world. Services include: a trilingual (English, French and Spanish) website and database; a virtual library, updated regularly, with pedagogical materials, research documents and case studies; links to complementary CCE resource collections; a directory of organizations involved in CCE.

Knowledge portals

• ASPnet regional online platform on education and disaster risk reduction in the Latin America and the Caribbean relates to schools taking part in the Disaster Preparedness project within the framework of the G77 South-South Cooperation Fund. The online platform offers specialized information on education and disaster risk reduction to ensure the wide dissemination of good practices, materials and tools for education authorities, teachers, development agencies and the general public.

Tools and guidelines

• The Expert review of Processes and Learning in ESD, produced by UNESCO, enables readers to map countries which are implementing ESD within their curriculum. The review unpacks and categorizes a range of themes and priorities across key initiatives.

Publications and other resources

Within the framework of the United Nations Decade of Education for Sustainable Development (DESD), UNESCO has been collecting good practices in ESD as part of its clearinghouse role. Since 2007, UNESCO has published six collections of its ‘Education for Sustainable Development Good Practices series’ on issues such as teacher education institutions; biodiversity; climate change; and early childhood.

UNESCO has also initiated the collecting of ESD success stories, written up by local journalists, and widely disseminated through the ESD website, including ones showing the wide diversity of ESD approaches and initiatives in different Biosphere Reserves around the world.

• The Good practices on ESD is offered by the World Conference on Education for Sustainable Development (Nagoya 2014) and provides click-through links to ESD good practices in a number of domains and thematic areas.

• The Regional Collection of Good Practices in Achieving MDGs through ESD in Asia and the Pacific Region 2009 was published by the Korean National Commission for UNESCO and designed to show exemplary educational approaches of how education ministries in the Asia-Pacific region are working on how to introduce and reinforce ESD aspects throughout the curricula.

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Knowledge portals

• The UNESCO/IIEP Pole de Dakar website offers a gateway to publications, reports, thematic documents, methodological guidelines and country notes related to education policies and plans, as well as access to documents by country. Within this site, Planipolis is a portal of education plans and policies providing a single entry to documents from various official sources. Planipolis is partly funded by the EPDF (Education Programme Development Fund). Visitors can search for documents by thematic or focus area, key word, projects, type of document and geographical area.
  
  
• The Medium Term Expenditure Framework (MTEF) Portal is managed by the UNESCO Office for the Asia and the Pacific Region in Bangkok. Visitors can search for documents, guidelines and reports by resource theme, including: i) Education Policy and Management; ii) Sector Policy and Planning; iii) Education Financing and Budgeting.

Tools and guidelines

• UNESCO National Education Support Strategy (UNESS): The UNESS process has been adopted y UNESCO as a method for planning the Organization’s Education Sector’s Medium-Term Strategy and biennial programmes, as well as for defining UNESCO’s programme priorities and implementation strategies in each country. Key documents include:

• Building a UNESCO National Education Support Strategy (UNESS) Document, 2008-2013: Guidance note    Available: Fre /Spa/Ara

• UNESCO National Education Support Strategies (UNESS): report of the pilot evaluation workshop, 2006

• Planner's Guide for the Introduction of African Languages and Cultures in the Education System: This publication, produced by the UNESCO Regional Bureau for Education in Africa, is intended to help planners to integrate and implement multilingual education within national planning processes, recalling the main principles of education planning.

Publications and other resources

• UNESCO/IIEP Briefs, Papers, Tools: IIEP produces a wide range of resources that support the education decision-making process and tailors policy advice to the specific priorities of decision-makers.

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Databases

The UNESCO database for documents  offers access to resources in the area of global citizenship education, based on UNESCO’s longstanding experience in related fields such as peace and human rights education, education for international understanding, education for sustainable development and others. 

Publications and rothers esources

• Regional Desk Review on Learning to Live Together
• Global Citizenship Education: Preparing learners for the challenges of the twenty-first century  
• Global Citizenship Education: An Emerging Perspective  
• Learning to Live Together
• Education à la culture de la paix, aux droits humains, à la citoyenneté, à la démocratie et à l’intégration régionale, UNESCO Dakar

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Knowledge portals

• World atlas of gender equality in education (2012): With over 120 maps, charts and tables, the UNESCO World Atlas of Gender Equality in Education enables readers to visualize the educational pathways of girls and boys in terms of access, participation and progression from pre-primary to tertiary education. The Atlas features a wide range of sex-disaggregated data and gender indicators from the UNESCO Institute for Statistics. It also illustrates the extent to which gender disparities in education have changed since 1970 and are shaped by factors such as national wealth, geographic location, investment in education and fields of study. UIS Gender in Education Stats: As part of global effort to achieve Education for All by 2015, the UIS produces as many indicators as possible disaggregated by sex, and has developed new indicators that better capture the school experience of girls and boys. These data shed light on national experiences but also help to formulate policies and benchmark progress toward gender parity and equality in education.
  
  
• Electronic Library on Girls’ Education: The International Institute for Capacity Building in Africa (IICBA) has prepared this Electronic Library on Girls’ Education to provide information to teachers, researchers, policy makers, and other practitioners to assist them in their endeavor to address gender issues in education. It contains a number of legal instruments, research reports, training modules, guidelines and other documents that address girls’/women’s education.   

• Gender-sensitive education statistics and indicators: a practical guide: This UIS guide is intended to promote and facilitate the building of national statistical capacities for systematic monitoring of progress towards these objectives. It was originally prepared for the sub-regional workshops on gender issues in education statistics and indicators held in Accra, Ghana, in October 1996, and in Abidjan, Côte d’Ivoire, in April 1997.

Regional level

Electronic Library on Girls’ Education: The International Institute for Capacity Building in Africa (IICBA) has prepared this Electronic Library on Girls’ Education to provide information to teachers, researchers, policy makers, and other practitioners to assist them in their endeavor to address gender issues in education. It contains a number of legal instruments, research reports, training modules, guidelines and other documents that address girls’/women’s education.

Tools and guidelines

• The Mind the Gap Gender and Education Facilitator Guide and Player Instructions, produced by UIS, aim to teach young people about the gaps and inequities in access to education. Users of the tool can explore and compare access to education for children, adolescents, students and adults living in different countries of the world.

• The ‘Better Life Better Future Partnership’ has resulted in the publication of ‘From Access to Equality: empowering girls and women through literacy and secondary education’. The report focuses not only on the concept of access to education, but also addresses more fully the principle of equality in education. Using a series of case studies, the study advocates for more ambitious approaches to transform education systems and learning settings to better meet the specific needs of girls and women.

• Global Education Digest 2010: Special focus on gender:
  The 2010 Global Education Digest (GED), produced by UIS, focused on gender and education to mark the 15th anniversary of the Fourth World Conference on Women. This edition presents a rich set of cross-nationally comparable data compiled by the UIS as well as information from household surveys and assessments of learning achievement that capture different dimensions of gender disparities.

• Gender-sensitive education statistics and indicators: a practical guide: This UIS guide is intended to promote and facilitate the building of national statistical capacities for systematic monitoring of progress towards these objectives. It was originally prepared for the sub-regional workshops on gender issues in education statistics and indicators held in Accra, Ghana, in October 1996, and in Abidjan, Côte d’Ivoire, in April 1997.
  
  
• GENIA Toolkit for Promoting Gender Equality in Education, produced by the UNESCO Gender in Education Network in Asia-Pacific (GENIA), is a collection of resources for use by gender focal points and education planners and implementers to promote gender equality and mainstream gender in the education system. This is the fourth revised version of the toolkit (originally designed in 2003 when the Gender in Education Network in Asia (GENIA) was established).

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Databases

• UNESCO’s Category 1 Institute, International Institute for Higher Education in Latin America and the Caribbean (IESALC) maintains a database regarding higher education and, science and technology (available only in Spanish). It provides information on 447 institutional and/or individual initiatives on Higher Education for Latin America & the Caribbean. There are 24 specific areas contained: access, quality assurance, accreditation, virtual education, public and private financing, research & innovation, inclusion, academic mobility, networks, internationalization and  others.
  
  
• Higher Education Systems World Higher Education Database (WHED). This database, managed by UNESCO and the International Associations of Universities (IAU), includes information available on the higher education systems of 180 countries and territories worldwide. 

• The International Bibliographic Database on Higher Education (HEDBIB), managed by the International Association of Universities (IAU)/ UNESCO CEPES, IIEP, IESALC, ACE, CHEPS and ERIC, offers a compilation of more than 30,000 references on higher education systems, including administration, planning and policy, curricula, teaching methods and issues related to staff and students.  

• International Network of Quality Assurance Agencies in Higher Education (INQAAHE) is a non-governmental inter-agency network maintaining an online database where visitors can search by the name of affiliated institution or NGO, key word and programme sector or thematic area.

Knowledge portals

• UNESCO Higher Education Portal: Established by the International Institute for Higher Education in Latin America and the Caribbean (UNESCO–IESALC), this portal was developed as a platform covering all projects, events, scholarships/fellowships, application announcements, initiatives and institutional information related to Higher Education Networks in Latin America and the Caribbean. Visitors can search via a map, or compendium of initiatives.
  
  
• The European Network of Information Centers: A joint initiative of the European Commission, the Council of Europe and UNESCO, this knowledge portal has been created primarily as a tool to assist the ENIC-NARIC Networks in carrying out the tasks they have been mandated to accomplish within their own jurisdiction, by directing them to up-to-date information supplied and maintained by the competent bodies in each member country and by each member organization. It also sets out to help other interested organizations and individuals easily find information on current issues in international academic and professional mobility, and on procedures for the recognition of foreign qualifications.

Tools and Guidelines

• The UNESCO/OECD Guidelines on Quality Provision in Cross-border Higher Education  have been developed for governments and other stakeholders - including higher education institutions, student bodies, and organizations responsible for quality assurance, accreditation, and academic and professional recognition.
  
  
• Quality assurance and accreditation: A Glossary of Basic Terms and Definitions: This glossary was written in 2007 by UNESCO CEPES as a revised and updated version of revised of the Quality Assurance and Accreditation: Glossary of Basic Terms and Definitions published in 2004. The glossary was produced following the Invitational Roundtable on “Indicators for Institutional and Programme Accreditation in Higher Education/Tertiary Education” (3‐8 April 2003, Bucharest), that was organized in the framework of the UNESCO ‐ CEPES Project “Strategic Indicators for Higher Education in the Twenty‐First Century.

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Knowledge portals

• The UNESCO HIV and AIDS Education Clearinghouse is a knowledge sharing initiative, provided by UNESCO, with contributions from external partners. It provides a comprehensive knowledge base and information exchange service for the development of effective HIV and AIDS policies, programmes and advocacy within the education sector. The database brings together more than 8000 materials related to educational quality and access to education; content, curriculum and learning materials; teacher training and support; and policy, management and systems and others. The Clearinghouse has also recently launched a Twitter feed to aggregate and disseminate information related to HIV and health education.

• Global Curriculum Bank for HIV/AIDS Preventive education: This site, managed by the UNESCO International Bureau of Education, offers a collection, analysis and dissemination of curricula and related teaching and learning material for HIV/AIDS preventive education at primary and secondary levels worldwide.

Publications and other resources

• UNESCO has published eight booklets of ‘Good Policy and Practice Series’ on issues such as learning environment; educator development; partnerships, effective learning; pre-service teacher training; and gender equity. The experience of developing the most recent Booklet 8 Education Sector Responses to Homophobic Bullying is a good practice to replicate. UNESCO played a pioneering role in the response to homophobic bullying in education by convening the United Nations’ first-ever international consultation to address homophobic bullying in educational institutions bringing together experts from UN agencies, NGOs, ministries of education and academia from more than 25 countries around the world.
  
  UNESCO received several requests to translate the publication in non-UN languages such as Italian, Polish and Korean.
  
  
• Educational Responses to HIV and AIDS for Refugees and Internally Displaced Persons: Discussion Paper for Decision-Makers: This paper focuses on the education sector's responses to HIV/AIDS regarding prevention, treatment, care, and support needs of refugees and internally displaced persons. It is intended for policy-makers and implementers in ministries of education, civil society organizations, and donor and development agencies involved in emergency, reconstruction, and development responses. A tool specifying the Key Components of Educational Responses to HIV and AIDS for Refugees and IDPS can be found on pp. 16-24.  Arabic  |  French 
  
  
• EDUCAIDS Technical Briefs: These resources include two-page summaries of key issues related to a comprehensive education sector response. Each brief can be used as a stand-alone reference, and together they offer comprehensive and flexible guidelines on the continuum of activities required to respond to the epidemic at the country level.    Arabic  |  French  |  Portuguese  |  Spanish 

Tools and guidelines

Tools of the Inter-Agency Task Team (IATT) on Education include:

• Measuring the education sector response to HIV and AIDS: Guidelines for the construction and use of core indicators
• 2011-2012 Global Progress Survey:  Progression, Regression or Stagnation?  English, French
• Advocacy and Communication Tools 
• Can We Be More Effective? Strengthening Linkages between HIV & AIDS and Education and School Health and Nutrition, Symposium Report
• A Strategic Approach: HIV & AIDS and Education

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• Global Curriculum Bank for HIV/AIDS Preventive education: This site, managed by the UNESCO International Bureau of Education, offers a collection, analysis and dissemination of curricula and related teaching and learning material for HIV/AIDS preventive education at primary and secondary levels worldwide.
  
  
• HIV/AIDS image bank (UNESCO International Bureau of Education)
  
  
• Universal Precautions to Prevent the Transmission of HIV: FRESH Tools for Effective School Health, UNESCO – 2004. This tool describes the standard precautions to be taken in schools to prevent HIV transmission, along with a list of the supplies that the school will need in order to apply them.
  
  
• Focusing Resources on Effective School Health: a FRESH Start to Enhancing the Quality and Equity of Education: FRESH Tools for Effective School Health, produced by UNESCO, is a brief guidance note discussing the importance of children’s health and nutrition to their learn prospects and the functioning of effective education systems. While the content is not emergency specific, the founding principles are applicable in ensuring equal access as laid out in the INEE Minimum Standards.
  
  
• Universal Precautions to Prevent the Transmission of HIV:
  FRESH Tools for Effective School Health, produced by UNESCO, describe the standard precautions to be taken in schools to prevent HIV transmission, along with a list of the supplies that the school will need in order to apply them.
  
  
• Guidance on HIV in Education in Emergencies: This document provides information for education practitioners worldwide providing, managing or supporting education services in emergencies. It provides guidance for mainstreaming HIV and sexual and reproductive health issues into formal and non-formal education responses for adolescents 10-19 years old.
  
  
• Five Essential Components for a Comprehensive Education Sector Response to HIV/AIDS: This tool, produced by UNAIDS and UNESCO, offers guidance on five essential components for a comprehensive education sector response to HIV/AIDS.
  
  
• A Strategic Approach: HIV & AIDS and Education: This is a revised version of UNAIDS' 2003 Strategic Approach document. This presents a strategic framework for those involved in planning, implementing and assessing the education sector's response to the HIV and AIDS epidemic. French  |  Portuguese  |  Spanish 
  
  
• Toolkit for Mainstreaming HIV and AIDS in the Education Sector: Guidelines for Development Cooperation Agencies: This Toolkit, produced by UNAIDS IATT on Education, targets education staff from development cooperation agencies, including both development and humanitarian-oriented multilateral and bilateral agencies as well as NGOs and other civil society organizations. The content seeks to support this target audience to mainstream HIV and AIDS into education sector planning and implementation.  French  |  Spanish 
  
  
• The EDUCAIDS Resource Pack is designed to support ministries of education and other stakeholders at the country level responsible for developing and implementing policies, determining resource allocations, and implementing programmes for education and HIV and AIDS.
  
  
• EDUCAIDS Framework for Action: This resource outlines five essential components of comprehensive education sector responses to HIV and AIDS implementation support available through the EDUCAIDS initiative. It is part of the  Arabic  |  French  |  Portuguese  |  Spanish    
  
  
• EDUCAIDS Overviews of Practical Resources: This resource provides guidance on the technical and operational aspects of the response. Each Overview is introduced by a resource summary list and is followed by a two-page analysis of the included resources identifying crucial resource gaps, needs for further research, and additional online resources.
   Arabic  |  French  |  Portuguese  |  Spanish 
  
  
•  EDUCAIDS Technical Briefs: These resources include two-page summaries of key issues related to a comprehensive education sector response. Each brief can be used as a stand-alone reference, and together they offer comprehensive and flexible guidelines on the continuum of activities required to respond to the epidemic at the country level.    Arabic  |  French  |  Portuguese  |  Spanish 
  
  
• HIV & AIDS and Supportive Learning Environments: This booklet, produced by INEE, is the second in the Good Policy and Practice in HIV & AIDS and Education series. It discusses issues affecting learners in the context of HIV and AIDS, including rights and access to education, protection, knowledge and skills, and care and support. It identifies weaknesses in current education policy and programming responses and highlights evidence gaps.  French 
  
  
• Educational Responses to HIV and AIDS for Refugees and Internally Displaced Persons: Discussion Paper for Decision-Makers: This paper focuses on the education sector's responses to HIV/AIDS regarding prevention, treatment, care, and support needs of refugees and internally displaced persons. It is intended for policy-makers and implementers in ministries of education, civil society organizations, and donor and development agencies involved in emergency, reconstruction, and development responses. A tool specifying the Key Components of Educational Responses to HIV and AIDS for Refugees and IDPS can be found on pp. 16-24.  Arabic  |  French 

 

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Knowledge portals

• The UNESCO e-library contains information on publications and products produced under the UNESCO ICT in Education programme .
  
  
  

Publications and resources

• Using ICT to Develop Literacy: This publication, produced by the ICT in Education Unit with the support of Japanese Funds-in-Trust, provides a concise overview of the issue of literacy and explains how ICT can be used to improve literacy education. The booklet discusses five areas in which ICT can be utilized in literacy education (enhancing learning; raising access to literacy education; training of teachers; localizing content; and creating a literacy-conducive environment) and provides examples of projects in which ICT has been utilized effectively to improve literacy education. The booklet concludes with recommendations for policy makers regarding the use of ICT in literacy campaigns.

Tools and guidelines

• UNESCO has been documenting effective practices in harnessing the potential of mobile technologies in breaking through the economic and cultural barriers to education, especially for women and girls.

• A comprehensive list of guidelines and policies for developing programmes on ICT in education is available through the Portal for Teachers, managed by the UNESCO Office for Asia and the Pacific in Bangkok.

• ICT Transforming Education - A Regional Guide: This guide is designed to equip teachers and teacher educators with the competencies and resources to use ICT to transform their practices and practices of their schools and education system. Written for teachers, teacher educators, heads of schools, administrators and Ministry ICT coordinators in the Asia-Pacific region, it draws upon the best practices and lessons learnt in the region. Short “snapshots” written for this Guide by innovative teachers and teacher educators in the region are included to show how ICT are being used to transform education practice.

• UNESCO Bangkok E-Learning Series on Information and Communication Technology (ICT) in Education: UNESCO Bangkok with funding support from Japanese-Funds-In-Trust (JFIT) has published an e-learning CD-ROM containing two modules. 

  Module 1: ICT in Education Essentials: provides learners with essential information about ICT in education and aims to promote common understanding about the topic in the education sector. 

  Module 2: ICT in Education Decision Making: helps learners to consider the different factors involved in choosing the appropriate technology to use in a particular education setting. The two modules were especially designed for policymakers, educational planners, school administrators, education specialist and educators, in general

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Knowledge portals

• Since 2010, UNESCO and the European Agency for the Development of Special Needs Education have been collaborating on a pilot project - Inclusive Education in Action to initiate an international database on inclusive education practices. 

  The database aims to identify and disseminate examples of policies, strategies and practices that have helped develop inclusive classrooms, schools and education systems and to facilitate the exchange of experiences in promoting inclusive education, and stimulate innovative practices. There are currently 64 country examples: 37 from Europe, 11 from Asia and the Pacific, six from North America, three from Africa, one from the Arab States and six from Latin America and the Caribbean. 

  All of the materials exemplify the suggested actions in the UNESCO Policy Guidelines on Inclusion in Education and show how people all over the world are working to strengthen the focus on inclusion in education which is recognized as a basic human right and the foundation for a more just and equal society. 

  en/education/themes/strengthening-education-systems/inclusive-education/people-with-disabilities/

• Building Inclusive societies for Persons with Disabilities: This is an online knowledge Community managed by UNESCO, providing a unique opportunity for strategic debate and action-oriented partnerships among various stakeholders such as persons with disabilities, practitioners etc.

Tools and guidelines

• UNESCO’s Guidelines for Inclusion: Ensuring Access to Education for All is a response to the need for a systematic approach for identifying excluded groups. It is intended to be a “living document” which serves as a dynamic tool of analysis which will be revised in the coming years to reflect the reality of marginalized and excluded children. 

• Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments: The Toolkit promotes and provides guidance on how to create an inclusive, learning-friendly environment (ILFE), which welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, social economic, emotional, linguistic, or other characteristics. They may be disabled and gifted children; street or working children; children of remote or nomadic peoples; children from linguistic, ethnic or cultural minorities; children affected by HIV/AIDS; or children from other disadvantaged or marginalized areas or groups.

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Databases

• The UNESCO Institute for Lifelong Learning (UIL) manages and develops an online platform (LitBase) which provides a selection of effective adult literacy and numeracy programmes from across the world. As of January 2014, LitBase lists around 150 programmes of different themes such as family literacy; information and communication technologies (ICT) work-based literacy; and community development and literacy. 

  The programmes are selected according to a number of criteria such as: outreach (number of participants covered by the programme); accessibility and relevance (for highly vulnerable groups in particular); quality of outputs; clearly demonstrated innovative approaches and methods; impact on learners, their families and communities; proven sustainability; and evaluative data from independent sources. 

  With the aim of boosting the potential of LitBase, UIL has started to compile case studies with specific thematic focuses. The first publication of this series – Literacy Programmes with a Focus on Women to Reduce Gender Disparities – is available online. 

  The Documentation Centre of the UNESCO Institute for Lifelong Learning (UIL) also has a special collection of more than 7 000 sample learning materials used in adult literacy, post-literacy and out-of-school education from more than 120 countries in more than 160 languages.

• ACCU: Asia-Pacific Literacy Database: This data base was jointly developed by the Asia/Pacific Cultural Centre for UNESCO (ACCU) and UNESCO Bangkok - Asia and Pacific Bureau for Education, in co-operation with government and non-government literacy agencies in the region. It may be freely used and copied for educational and other non-commercial purposes, provided that any reproduction of data be accompanied by an acknowledgement of ACCU and UNESCO as the source.

Tools and guidelines

• Literacy, Knowledge and Development: South-South Policy Dialogue for Adults and Young People. This publication contains the results of the conference South-South Policy Dialogue on Quality Education for Adults and Young People that took place from 15–17 June in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, and the accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole.

• Lifelong Learning Policies and Strategies - Collection of policy documents: The UNESCO Institute for Lifelong Learning produces a broad spectrum of studies, reports and informational material on lifelong learning, adult education and literacy. Visitors are able to search through the UIL database for policy documents on lifelong and adult learning.

Publications and other resources

• UNESCO International Literacy Prize. Since 1967, nearly 460 effective practices, displaying outstanding merit in increasing literacy levels and contributing to creating literate environments have been awarded the UNESCO International Literacy Prize. Through the two international literacy prizes awarded annually (the King Sejong Literacy Prizes and the Confucius Prize for Literacy), UNESCO collects good practices in literacy and documents information on the winning programmes. These are widely communicated through its dedicated website and online and print media, particularly on International Literacy day. 

• Linking Recognition Practices and National Qualifications Frameworks, produced by UIL,  examines the practices of recognition, validation and accreditation (RVA) of the outcomes of non-formal and informal learning within a variety of national and regional contexts. It contains 23 country specific reports on the linkages between national qualifications frameworks and recognition practices from all five UNESCO regions. 

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Knowledge portals

• Library of the International Task Force on Teachers for EFA: This comprehensive library, managed by UNESCO, contains information about the Task Force, its publications, experts meetings, the outcomes of fora for international policy dialogue, the latest publications of members and partners as well as information on country and regional initiatives.

• The Portal for Teachers, managed by the UNESCO Office in Bangkok, provides a comprehensive range of useful ICT in Education information for teachers and educators, particularly those in the Asia-Pacific region, including: teaching guidelines, lesson plans, and links to online ICT teacher training courses.
  
  
• The ELibrary of the International Institute for Capacity Building in Africa (IICBA) provides up-to-date reference materials for use in teaching. IICBA seeks to provide these materials through CD ROMS and videos.

Publications and other resources

• List of UNESCO publications related to the Teacher Training Initiative for Sub-Saharan Africa TTISSA: The TTISSA strategy is built around four main areas of support:  i) Improvement of the status and working conditions for teachers ; ii) Improvement of teacher management and administration structures;  iii) Development of appropriate teacher policies; iv) Enhancement of the quality and coherence of teacher professional development. 

Tools and guidelines

• The UNESCO eAtlas of Teachers lets visitors visualize the gaps in the supply and demand for teachers at national and global levels. Through maps, charts and ranking tables, visitors can explore the data to answer key questions such as: How many new teachers are needed to respond to the rising demand for primary education? How do working conditions for teachers compare across countries and regions? And to what extent are women represented in the teaching workforce?
  This eAtlas features a wide range of indicators produced by the UNESCO Institute for Statistics (UIS). The UIS compiles education data for more than 200 countries and territories through its annual survey and partnerships with organizations such as the Organization for Economic Co-operation and Development (OECD) and Eurostat. 

• Regional Guide on ICT in Teacher Training: This guide was designed to equip teachers and teacher educators with the competencies and resources to use ICT to transform their practices and practices of their schools and education system. Written for teachers, teacher educators, heads of schools, administrators and Ministry ICT coordinators in the Asia-Pacific region, it draws upon the best practices and lessons learnt in the region. Short “snapshots” written for this Guide by innovative teachers and teacher educators in the region are included to show how ICT are being used to transform education practice.

• Teaching Respect for All: Launched on 18 January 2012, the UNESCO-USA-Brazil project Teaching Respect for All aims to design a curricular framework to fight racism and promote tolerance, which countries can adapt to their respective contexts and needs. The project will also elaborate educational materials for addressing racism and tolerance in education. These tools will build on lessons learned and current good practices in the field. The materials will be disseminated worldwide by UNESCO through education ministries as well as the Organization’s extensive networks, including the UNESCO Associated Schools.

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International level

• UNEVOC World TVET database: The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC providing up-to-date information on TVET systems worldwide in one single place. It consists of a set of country profiles, containing key descriptive information about the TVET system of a specific country. In addition, country profiles feature statistical information, links to TVET national institutions and UNEVOC Centres in each country and a list of further references to additional information on each country.
  
  
• TVET Promising Practices Database: As part of its clearinghouse function, UNESCO-UNEVOC shares promising TVET practices for the benefit of the global TVET community, including policy makers and practitioners. The database presents information on a selection of effective and innovative programmes and initiatives from different TVET areas and regions of the world.
  
  
• UNESCO-UNEVOC e-Forum: Discussion Board for Technical and Vocational Education Professionals: The UNESCO-UNEVOC e-Forum is an online discussion board where TVET experts from around the world can share information and knowledge about different aspects of TVET. In the e-Forum, participants have the opportunity to:
  
  - discuss relevant issues for TVET policy-makers, researchers and practitioners;
  - announce international conferences and workshops;
  - inform colleagues on publications and other resources;
  - inquire for materials that would be useful for their work, and that may be available abroad, e.g. curriculum materials, samples of legal texts, etc.;
  - find partners for international cooperation in research and development.

Knowledge portals

• UNESCO-UNEVOC e-Forum: Discussion Board for Technical and Vocational Education Professionals: The UNESCO-UNEVOC e-Forum is an online discussion board where TVET experts from around the world can share information and knowledge about different aspects of TVET. 
• Regional Cooperation Platform for Vocational Teacher Education and Training in Asia (RCP): This journal is an open content online journal for scientists and practitioners in the field of technical and vocational education and training (TVET) and vocational teacher education (VTE) in the East and Southeast-Asian region. 
• The TVET Portal for Arab Countries is a joint initiative of InWEnt - Capacity Building International (now GIZ), the Productivity and Vocational Training Departement (PVTD) from Egypt and the Vocational Training Corporation from Jordan. The portal provides different tools of communication and a collection of relevant links and documents for experts and interested persons in the field of TVET and e-learning. It is also an interactive user-driven communication platform for professionals and institutions working in the field of TVET (Technical and Vocational Education and Training) to exchange information and to transfer knowledge among individuals and institutions in Arab countries. 

Tools and guidelines

• The TVETipedia glossary is a glossary of terms that are commonly used globally in the area of Technical and Vocational Education and Training. This glossary provides definitions and background information from various trustworthy sources. Terms in bold are main terms of the glossary. Symbols signify related articles and e-Forum discussion. 
  
  

Publications

• BRICS Building Education for the Future: Priorities for National Development and International Cooperation: Developed in consultation with experts from Brazil, Russian Federation, India, China and South Africa, this report provides an overview of BRICS education systems and policies, highlighting trends in access, quality and equity and zooming in on priorities to sustain and widen the benefits of growth. The report pays close attention to skills development, especially technical and vocational education and training, which all five countries have identified as a vital ingredient of more inclusive growth and sustainable development. Improving data on skills, raising standards, forging stronger links with the labour market and bringing disadvantaged groups into training and employment are important policy concerns for BRICS.
  
  
• UNEVOC Publications page offers access to Meeting Reports , Handbooks , Springer Book Series, Discussion Papers,  Annotated Bibliographies, Case Studies