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"What is the Teacher Education and Professional Development program? The Teacher Education and Professional Development program is a partnership between USAID, the Ministry of Education and the private sector. The Government's commitment to universal primary education includes a commitment to improving the quality of education even as the number of students increases. The program builds the skills and expertise of educators, and enables Kenya's public teacher training colleges to prepare teachers to deliver quality education by strengthening pre-service training and linking it to in-service professional development. USAID supports this program by transferring knowledge of international practices in teacher education and institution building, and by providing technology to enhance teacher training and the classroom experience. The Permanent Secretary of Education visited the pilot sites and evaluated the program to inform a Government strategy to roll out integration of technology in classrooms throughout Kenya. "

"‌‌The Education Policy Outlook provides forward-thinking comparative analysis of educational policies and reforms. For policy makers, practitioners and analysts, it reviews different education policies and practices that have been initiated across OECD member countries. This with the clear objective to share best practices and inspired solutions for collective educational challenges, such as: raising student outcomes, supporting school improvement, and organising education systems so as to deliver education policy more effectively. The Education Policy Outlook brings together analysis of individual countries' educational contexts, challenges, policies and comparative insight in the areas of trends, policies and reforms."

"Inclusion makes headway. Inclusive education has been considered internationally as a fundamental structuring principle of the right to education at the latest since the UN Convention on the Rights of Persons with Disabilities was adopted. The open working group to devise the post-2015 agenda for sustainable development has proposed the following global objective for the education sector: 'ensure inclusive and equitable quality education and promote life-long learning opportunities for all'. However, there is still a lack of theoretical knowledge and educational practice relating to how inclusion can be realised in the education systems of developing countries and thus how the goal of education for all can be implemented."

"Ten years ago, the UNESCO International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education held in Hangzhou, China, asked for developing TVET into an internationally acknowledged scientific community in order to professionalize TVET teacher/trainer education and to integrate TVET as sustainable, reproductive and innovative national scientific systems into national systems of innovation. The First World Congress on Teacher Education for Technical and Vocational Education and Training held in 2008 in Bandung, Indonesia reaffirmed this request by demanding that TVET teacher/trainer education should encompass "studies in the analysis, design and evaluation of: (a) vocational learning, educational and qualification processes, (b) occupational work and business processes, and (c) technology as an object of work and learning processes (d) as well as critical pedagogy for social change," and by asking for establishing respective "frameworks for promoting the continuing professional development of TVET practitioners." T"

"'Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations'. Senator William Fulbright As the debate on internationalisation of higher education grows stronger, so does the interest in mobility not only of students, but also of staff. This is likely to intensify in the coming months, as the European Commission's new Erasmus+ programme, starting in 2014, promises more opportunities and funding for higher education and teaching staff to study, train and work in another country. Indeed, higher education staff will account for a significant percentage of the 1 million beneficiaries of a mobility period funded by the programme between 2014 and 2020. Staff mobility is seen as a vital and often cost-effective means of creating 'internationalisation at home' - enabling students to (in)directly experience another higher education culture on site. It is also widely believed that staff mobility has an additional value in acting as a catalyst for student mobility. "

CRISAT, December 2012 - Using ICT to revitalize agricultural extension and education towards providing knowledge access to smallholder farmers was the subject of an international workshop held at the Infosys Campus in Hyderabad (India) on 3-4 December. The global consultation on Innovative ICT and Knowledge Sharing Platforms for Revitalizing Agricultural Extension and Education: Opportunities and Challenges organized by a global team led by the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT), brought together about 60 ICT, research, extension and education experts from India, USA and Africa. The two-day workshop was successful in laying the groundwork for the formation of a global partnership that will push the 'knowledge to the poor' revolution through ICT application in agricultural extension and education.

"The Association for the Development of Education in Africa (ADEA) is a forum for policy dialogue, composed of all the Ministers of Education in Africa and 14 development partners. Established in 1988 initially as a framework for better coordination among development agencies, it has come to represent a genuine partnership between African Ministries of Education and their development partners. It has also developed into a network of policy-makers, educators and researchers, and, based on its capacity to foster policy dialogue, a catalyst for educational reform. Since its inception, ADEA has acted on processes that have had a profound impact on policy-making in Africa through policy dialogue supported with research and analytical work, capacity building, advocacy and networking. "

"The importance of financial literacy and specifically the need to promote financial education has been recognised as an important contributor to improved financial inclusion and individuals' financial well-being as well as a support to financial stability. The relevance of financial education policies is acknowledged at the highest global policy level: in 2012, G20 Leaders endorsed the OECD/INFE High-level Principles on National Strategies for Financial Education that specifically identify youth as one of the priority targets of government policies in this domain. That same year, Asia-Pacific Economic Cooperation (APEC) Ministers of Finance identified financial literacy as a critical life skill."

UNESCO is celebrating its 70th anniversary in 2015, a crucial year for the international community's efforts to reach a consensus on limiting global warming and the creation of cleaner environments for individuals, communities and countries. In the coming months, UNESCO will continue supporting efforts to meet these challenges by focusing on several major events ahead of the UN General Assembly's scheduled adoption of new international development goals known as Sustainable Development Goals (MDGs). In education, the natural sciences and culture, UNESCO will continue using the soft power of advocacy, diplomacy and networking with civil society, to reduce the devastating effects of conflict and help make lasting peace possible. In the month of May, the World Education Forum, which brings together UN partners, national governments and international stakeholders, will hold its third session in 25 years in Incheon (Republic of Korea). The Forum will take stock of progress made towards the Education For All goals established in 2000 and define future objectives. As the Director-General of UNESCO, Irina Bokova, says, "this forum is truly the threshold to the future of education, and a springboard for the post 2015 agenda," in which UNESCO is pressing for an "equitable, quality education and lifelong learning for all".

"The African Higher Education Summit to be held in March 2015 in Senegal will provide an energising space for African political and university leaders, experts and organisations - and friends of the continent - to revitalise interest in the sector and talk about the future. "This is a call to action. The summit will mark the beginning of a new agenda for higher education in Africa," says Dr Tendai Murisa, director of the summit's lead organiser TrustAfrica. "At TrustAfrica we do not claim expertise on higher education. We claim expertise in bringing Africans and friends of Africa to a space where they can talk," Murisa says. In this case, it will be a gathering of all higher education actors."

"The Ministry of Education in Seychelles is implementing a new national curriculum framework adopting a competency based approach. In order to support the MoE in its endeavours, IBE-UNESCO co-organized a curriculum design workshop with over 50 education officers, primary and secondary teachers, educators from professional centres and other educational institutions in February 2016. "

"Reforming agricultural education curriculum in tandem with technological advancement and development demands remains one of the key challenges facing African universities. Fara-Web Bureaucratic bottlenecks and inadequate resources have conspired to slow down the pace of curriculum reform in the midst of rapid technological advances especially in the field of agriculture.The cumulative effect of the dislocation between agricultural education curriculum in African universities and practical realities could have a negative impact on development in the continent. Hence, the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE) led a side event on Curriculum reforms during the FARA Science week held from 15 - 20 July 2013 in Accra, Ghana. The main objective of the session was to identify bottlenecks to curricula reform and agree on key steps to undertake to reform TAE curricula in sub-Saharan Africa. The session was chaired by ANAFE's Board Chair, Prof. John D. Saka."

"FEDERAL REPUBLIC OF NIGERIAFEDERAL MINISTRY OF EDUCATION SKILLS TRAINING AND VOCATIONAL EDUCATION PROJECT Invitation for Bids (IFB) Supply ofClassroom, Hostel and Library FurnitureLoan No: 2100150010394 SPN No.:STVEP/ICB/FNT/13/01 1. ThisInvitation for Bidsfollows the publication of the General Procurement Notice(GPN)forthis projectthatappeared inUnited NationsDevelopment Business Issue No 662, of 16thSeptember2005.2.TheFederalGovernment of Nigeriahas received a loan from the African Development Fund in various currencies towards the cost of the Skills Training and Vocational Education Project. It is intendedthat part of the proceeds of this loan will be applied to eligible payments under the contract for theSupply of Classroom,Hostel and Library furnitureto some of the beneficiary institutions.3.TheProjectCoordinating Unit on the behalf of the Federal Ministry of Education now invitessealed bids from eligible bidders for the Supply ofclassroom, hostel and library furniturepackaged into three lots. Each lot forms a separate contract as follows"

" Youths, farmers and other actors along agricultural value chains require training to achieve the scale and scope of agricultural development that will transform the continent and make it food secure as well as reduce poverty. However, the provision of agricultural skills development and vocational training in Africa has been largely inadequate across the value chain resulting in losses - both in productivity and potential income. To address this, the NEPAD Agency's Agriculture Technical Vocational Education and Training (ATVET) Programme was developed in order to promote technical vocational education and training in the agricultural sector. The ultimate goal is to strengthen TVET in Africa's agriculture education system in order to deliver the desired numbers and competency levels of a skilled work force. This will ensure optimal productivity levels across the agriculture value chains and open up more opportunities for employment and entrepreneurship."

"For the first time since the beginning of the programme in June 2012, all participants and coordinators (coming from the three participating countries and the six partners' institutions) will gather together for a regional workshop in Hong Kong, organized by the Faculty of Education of the University of Hong Kong (HKU). In addition to the provision of courses on the use of projections and scenarios in the preparation of education sector development plans and the opportunity to discuss and consolidate their draft country plan documents (that they are required to submit at the end of the distance programme), this will be a wonderful occasion for participants and partner institutions to exchange and share their country experiences. Participants are eager to meet each other. As Mrs. Nguyen Lan Huong, from Viet Nam, said in a recent interview: "We also look forward to the one-week study visit to the Hong Kong Institute of Education, where we will have a chance to see in person other participants and actually activate our professional network for the long-term benefit" .(Click here to read)"

"IIEP-UNESCO has wrapped up a full week at this year's annual conference of the Comparative and International Education Society (CIES) held in Vancouver, Canada from 6-10 March. A delegation of nine IIEP experts chaired five panels and participated in several other sessions on range of issues related to educational planning during crises, quality assurance in higher education, education financing and the role of learning assessment data in policy-making."

The Global Partnership for Education started as the Education for All - Fast Track Initiative (EFA FTI) in 2002. In the last ten years, we have grown from 7 to close to 60 partner countries, mobilized more than $3.5 billion to improve access and quality to education, helped nearly 19 million children go to school for the first time, supported the construction of over 37,000 classrooms, and trained over 413,000 teachers. More results.

"The United States Agency for International Development (USAID) Connecting the Mekong through Education and Training is a five-year project that enables teachers to better prepare youth for employment in the Lower Mekong countries of Cambodia, Laos, Myanmar, Thailand and Vietnam though the use of innovative training approaches. USAID works to bridge the gap between the private sector, universities and vocational centers to build up the supply of skilled workers to meet the demands of local businesses. The project will partner with local education providers to utilize mobile technology, online learning and traditional in-person workshops to promote learning and regional networking in targeted Association of Southeast Asian Nation (ASEAN) countries in ways that help residents from rural and marginalized areas access educational services."

The U.S. Agency for International Development (USAID) Connecting the Mekong through Education and Training is a five-year program activity that enables teachers to better prepare youth for employment in the Lower Mekong countries of Burma (Myanmar), Cambodia, Laos, Thailand and Vietnam through the use of innovative training approaches. USAID works to bridge the gap between the private sector, universities and vocational centers to build up the supply of skilled workers to meet the demands of local businesses. The project partners with local education providers to utilize available technology, online learning and traditional in-person workshops to promote learning and regional networking in targeted Association of Southeast Asian Nation (ASEAN) countries in ways that help residents from rural and marginalized areas access educational services.

"The challenge, conducted in concert with Visualizing.org, was launched in September 2012 to solicit visualisations based on the OECD's data-rich Education at a Glance report. Entries from around the world focused on data related to the economic costs and return on investment in education - both for the individual and for society. Winners Krisztina Szucs and Mate Cziner from Hungary were chosen for successfully breaking down the complex interplay between costs and returns into a form that is easy to compare.[please see below]. Their entry takes a detailed look at public vs. private and men vs. women for selected countries, which can be changed. "