Resource 2023 GEM Report: Technology in Education: A tool on whose terms? There are often bitter divisions in how the role of technology is viewed, however. These divisions are widening as the technology is evolving at breakneck speed. The 2023 GEM Report on technology and education explores these debates, examining education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental.
Resource Tecnología en la educación: ¿Una herramienta en los términos de quién? El Informe GEM 2023 sobre tecnología y educación explorará estos debates, examinando los desafíos educativos a los que el uso adecuado de la tecnología puede ofrecer soluciones (acceso, equidad e inclusión; calidad; avance tecnológico; gestión de sistemas), al tiempo que reconoce que muchas de las soluciones propuestas también pueden ser perjudiciales.
Resource Les technologies dans l’éducation : Qui est aux commandes? Le Rapport mondial de suivi sur l'éducation de 2023 abordera ces questions, en se penchant sur les défis de l'éducation auxquels une utilisation judicieuse de la technologie peut apporter des solutions (accès, équité et inclusion ; qualité ; progrès technologique ; gestion des systèmes), tout en prenant acte du fait que nombre des solutions proposées peuvent également avoir des effets indésirables.
Blog A INEE já tem 20.000 membros! De apenas algumas dezenas de membros fundadores no final de 2000, a INEE cresceu para cerca de 5.000 membros em sua primeira década. Desde 2010, mais de 1.000 novos membros se juntaram à rede a cada ano, cerca de 3 a 5 novos membros por dia. Nossos 20.000 membros - VOCÊ! - são afiliados a mais de 4.000 organizações em 190 países. Somos realmente uma rede global.
Blog From inaccessible to indispensable: Technology for teacher training in emergency contexts The past decade has witnessed a remarkable evolution in the role of technology within emergency contexts. This blog discusses five themes around the intersection of distance technologies and teacher learning in emergency contexts.
Resource Guidelines for implementation of catch-up programmes These guidelines are intended for non-governmental organizations (NGOs) and other stakeholders (e.g., educational institutions, educational authorities) that are currently implementing or planning to implement programmes to make up for learning losses.
Blog رسالة تضامن مع الأعضاء في السودان تعرب الشبكة عن عميق تعاطفها لكم جميعًا، الذين يواجهون الأزمة الحالية في السودان. ندرك التحديات الكبيرة التي يواجهها المتعلمون - ات والموظفون - ات في مجال التعليم في البلد، والتأثير السلبي الذي يفرضه النزاع على حياتهم ومستقبلهم بسبب الأزمة والنزاع المستمر.
Blog Solidarity letter with INEE members - Sudan INEE would like to extend its deepest sympathies to all of you who are experiencing the current crisis in Sudan. We recognize the significant challenges that learners and education personnel in the country are encountering, as well as the negative impact it has on their lives and future due to the ongoing crisis and conflict.
Resource The imperial entanglements of ‘Education in Emergencies’: from saving souls to saving schools? This paper reflects historically and contemporaneously on the relationship between ‘International Education and Development’ actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within ‘International Education and Development’.
Resource Climate Change 2023: Synthesis Report Summary for Policymakers This Synthesis Report (SYR) of the IPCC Sixth Assessment Report (AR6) summarises the state of knowledge of climate change, its widespread impacts and risks, and climate change mitigation and adaptation. It integrates the main findings of the Sixth Assessment Report (AR6) based on contributions from the three Working Groups, and the three Special Reports.
