Projects
Projects are a sequence of budgeted activities, regardless of the source of funding, that contribute to the Organization's Outputs and must be completed within an agreed timeframe. Projects can include sub-activities and can be linked to a wider Programme.
Explore our Work
Every year UNESCO supports an extensive range of projects worldwide.
The size of the bubbles displayed in the "Beneficiary" view corresponds to planned expenditures by country. Planned expenditures related to a regional or global scope are not represented on this map. The "Contributor" view displays cash received for voluntary contributions and invoiced assessed contributions, by country.
1949
Projects
1799
Ongoing
150
Completed
Regional scope
Includes programmes, projects and activities designed to benefit one or more regions as a whole.
Spending Plan
USD
439,677K
Incurred Expenditures
USD
234,261K
Country-specific
Includes programmes, projects and activities designed to benefit one or more countries.
Spending Plan
USD
1,152,336K
Incurred Expenditures
USD
593,979K
Global scope
Includes programmes, projects and activities with a global impact.
Spending Plan
USD
302,002K
Incurred Expenditures
USD
149,471K
Projects
Projects are a sequence of budgeted activities, regardless of the source of funding, that contribute to the Organization's Outputs and must be completed within an agreed timeframe. Projects can include sub-activities and can be linked to a wider Programme.
Note: For projects with multiple beneficiaries, the distribution of budget and expenditure figures at the beneficiary level is based on indicative percentages.
Beneficiary Country / Region
|
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2210134011 | Pacific Transformative Education through ESD and GCED | 30,000 | 9,523 | 2022-01-01 | 2023-12-31 | ||
Fiji | 3,000 | 952 | |||||
Marshall Islands | 3,000 | 952 | |||||
Nauru | 3,000 | 952 | |||||
Niue | 3,000 | 952 | |||||
Papua New Guinea | 3,000 | 952 | |||||
Solomon Islands | 3,000 | 952 | |||||
Tonga | 3,000 | 952 | |||||
Tuvalu | 3,000 | 952 | |||||
Vanuatu | 3,000 | 952 | |||||
Samoa | 3,000 | 952 | |||||
2210134021 | ESD, GCED-PVE & Culture in Education | 39,980 | 27,039 | 2022-01-01 | 2023-12-31 | ||
Asia and the Pacific | 39,180 | 26,498 | |||||
Egypt | 800 | 541 | |||||
2210134031 | Learners in Bangladesh are empowered through transformative education to lead healthy lives, promote sustainable development and engage with the world as creative and responsible global citizens. | Bangladesh | 10,000 | 7,545 | 2022-01-01 | 2023-12-31 | |
2210134041 | Reinforcing capacities of national education systems in South Asia to promote resilience, foster social cohesion and contribute to sustainable development | 14,520 | 13,945 | 2022-01-01 | 2023-12-31 | ||
Maldives | 3,630 | 3,486 | |||||
Sri Lanka | 3,630 | 3,486 | |||||
India | 3,630 | 3,486 | |||||
Bhutan | 3,630 | 3,486 | |||||
2210134042 | Reinforcing capacities of national education systems in South Asia to promote resilience, foster social cohesion and contribute to sustainable development | 12,182 | 912 | 2022-01-01 | 2023-12-31 | ||
Maldives | 3,045 | 228 | |||||
Sri Lanka | 3,045 | 228 | |||||
India | 3,045 | 228 | |||||
Bhutan | 3,045 | 228 | |||||
2210134061 | Transformative education for a peaceful, healthy and sustainable Asia Pacific region. | Asia and the Pacific | 20,363 | 2,739 | 2022-01-01 | 2023-12-31 | |
2210134062 | Transformative education for a peaceful, healthy and sustainable Asia Pacific region. | Asia and the Pacific | 22,000 | 11,675 | 2022-01-01 | 2023-12-31 | |
2210134063 | Transformative education for a peaceful, healthy and sustainable Asia Pacific region. | Asia and the Pacific | 69,052 | 64,512 | 2022-01-01 | 2023-12-31 | |
2210134071 | Equipping learners in Central Asia with skills and competencies to promote sustainable development and engage with the world as responsible global citizens | 40,000 | 16,342 | 2022-01-01 | 2023-12-31 | ||
Kyrgyzstan | 12,000 | 4,902 | |||||
Kazakhstan | 12,000 | 4,902 | |||||
Tajikistan | 12,000 | 4,902 | |||||
Uzbekistan | 4,000 | 1,634 | |||||
2210134072 | Equipping learners in Central Asia with skills and competencies to promote sustainable development and engage with the world as responsible global citizens | 158,427 | 158,325 | 2022-01-01 | 2023-12-31 | ||
Kyrgyzstan | 47,528 | 47,498 | |||||
Kazakhstan | 47,528 | 47,498 | |||||
Tajikistan | 47,528 | 47,498 | |||||
Uzbekistan | 15,843 | 15,833 | |||||
2210134073 | Equipping learners in Central Asia with skills and competencies to promote sustainable development and engage with the world as responsible global citizens | 5,000 | 5,000 | 2022-01-01 | 2023-12-31 | ||
Kyrgyzstan | 1,500 | 1,500 | |||||
Kazakhstan | 1,500 | 1,500 | |||||
Tajikistan | 1,500 | 1,500 | |||||
Uzbekistan | 500 | 500 | |||||
2210135031 | Integrating GCED, ESD and HRE in cluster countries' education systems | 30,000 | 29,743 | 2022-01-01 | 2023-12-31 | ||
El Salvador | 7,500 | 7,436 | |||||
Panama | 7,500 | 7,436 | |||||
Nicaragua | 6,000 | 5,949 | |||||
Honduras | 4,500 | 4,461 | |||||
Costa Rica | 4,500 | 4,461 | |||||
2210135081 | State education authorities and teachers promote GCED and ESD in Mexico | Mexico | 41,391 | 40,286 | 2022-01-01 | 2023-12-31 | |
2210135082 | State education authorities and teachers promote GCED and ESD in Mexico | Mexico | 14,000 | 13,772 | 2022-01-01 | 2023-12-31 | |
2210135083 | State education authorities and teachers promote GCED and ESD in Mexico | Mexico | 46,476 | 30,958 | 2022-01-01 | 2023-12-31 |