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La Agenda plantea 17 Objetivos con 169 metas de carácter integrado e indivisible que abarcan las esferas económica, social y ambiental. La nueva estrategia regirá los programas de desarrollo mundiales durante los próximos quince años.

Al adoptarla, los Estados se comprometieron a movilizar los medios necesarios para su implementación mediante alianzas centradas especialmente en las necesidades de los más pobres y vulnerables.

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences.

Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

En los últimos 15 años, la situación educativa en América Latina ha tenido un progreso mixto. Por un lado, la región ha logrado importantes avances en la escolarización de niños y jóvenes. Pero, por otro lado, los niveles de aprendizaje continúan siendo extremadamente bajos. Más años de educación no se están reflejando en mayores conocimientos y habilidades. Este documento ofrece un breve panorama de la situación.

Now that the 2030 Agenda for Sustainable Development has been formally adopted by the United Nations, some who follow the process are pointing out that previous Millennium Development Goals were never achieved. Why would the outcome of the Sustainable Development Goals be any different?

Unlike the MDGs, which were developed by a relatively small group of international development experts and donors, the SDGs are a product of far-reaching, iterative stakeholder involvement. Some argue that the SDGs are overly convoluted, while others exercise cautious optimism at the new development agenda.

Digital technologies have spread rapidly in much of the world. Digital dividends - that is, the broader development benefits from using these technologies- have lagged behind. In many instances, digital technologies have boosted growth, expanded opportunities, and improved service delivery. Yet their aggregate impact has fallen short and is unevenly distributed.

For digital technologies to benefit everyone everywhere requires closing the remaining digital divide, especially in internet access. But greater digital adoption will not be enough. To get the most out of the digital revolution, countries also need to work on the “analog complements”, by strengthening regulations that ensure competition among businesses, by adapting workers’ skills to the demands of the new economy, and by ensuring that institutions are accountable.

Previous industrial revolutions liberated humankind from animal power, made mass production possible and brought digital capabilities to billions of people. This Fourth Industrial Revolution is, however, fundamentally different. It is characterized by a range of new technologies that are fusing the physical, digital and biological worlds, impacting all disciplines, economies and industries, and even challenging ideas about what it means to be human.

Professor Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, has been at the centre of global affairs for over four decades. He is convinced that we are at the beginning of a revolution that is fundamentally changing the way we live, work and relate to one another, which he explores in his new book, The Fourth Industrial Revolution.

En el contexto de la adopción mundial de los 17 Objetivos de Desarrollo Sostenible (ODS) que conforman la Agenda 2030, durante el 2015 la UNESCO Santiago participó activamente en los planos nacional, regional y global produciendo instrumentos técnicos de alto nivel para responder a los desafíos que plantea para la región el Objetivo de Desarrollo Sostenible N°4: “Garantizar una educación de calidad inclusiva y equitativa, y promover las oportunidades de aprendizaje permanente para todos”.

The Preliminary Overview of the Economies of Latin America and the Caribbean, one of ECLAC’s most important annual reports, analyzes in its 2016 edition the economic performance of the region throughout the year, the international context and macroeconomic policies implemented by countries, while also providing an outlook for 2017.

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere ...

Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD countries and a number of partner countries.

More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. Displacement may have become a constant, perhaps permanent feature of the 21st century; if so, it is important to be prepared and develop a lasting capacity to deal with displacement wherever it occurs and enact policies that support and enable new ways to learn.