UNESCO Blogs - logo
  • EnglishEN
  • EspañolES
  • EnglishEN
  • EspañolES
  • Blog homepage
  • About
  • GEM Report website
Home
  • Category
    • 2016 gender review (4)
    • access (33)
    • accountability (74)
    • Adult education (36)
    • afghanistan (4)
    • Africa (166)
    • agricultural development (1)
    • Aid (144)
    • Arab States (54)
    • Asia (49)
    • Basic education (237)
    • child marriage (8)
    • Child soldiers (9)
    • china (1)
    • Citizenship (17)
    • Climate change (48)
    • Competition (4)
    • Conflict (128)
    • covid (2)
    • COVID-19 (5)
    • curriculum (29)
    • data (51)
    • Democracy (21)
    • Developed countries (77)
    • Developing countries (199)
    • digital literacy (21)
    • disability (36)
    • Disaster preparedness (40)
    • Donors (100)
    • E-9 (1)
    • Early childhood care and education (94)
    • Economic growth (58)
    • emergencies (46)
    • Employment (63)
    • Environment (26)
    • Equality (215)
    • Equity (186)
    • Ethnicity (21)
    • europe (4)
    • Famine (8)
    • Finance (153)
    • fragile states (12)
    • French (1)
    • Gender (207)
    • Governance (74)
    • Group of 20 (5)
    • Group of 8 (12)
    • Health (50)
    • higher education (25)
    • HIV/AIDS (13)
    • Human rights (68)
    • ICT (31)
    • immigrant (18)
    • immigration (29)
    • Inclusion (138)
    • Inclussion (4)
    • Innovative financing (36)
    • integrated development (8)
    • Justice (5)
    • Language (43)
    • Latin America (29)
    • Leadership (34)
    • Learning (163)
    • legal aid (2)
    • legal rights (6)
    • Legislation (17)
    • LGBT (8)
    • LGBTI (8)
    • Literacy (120)
    • Marginalization (122)
    • mdgs (18)
    • migrant (38)
    • migration (60)
    • Millennium Development Goals (136)
    • monitoring (92)
    • Non-state actors (41)
    • North America (4)
    • Nutrition (26)
    • Out-of-school children (225)
    • parity (12)
    • peace (9)
    • pedagogy (17)
    • Post-2015 development framework (142)
    • Post-secondary education (27)
    • Poverty (83)
    • Pre-primary education (43)
    • Primary school (98)
    • private schools (40)
    • private sector (42)
    • privatisation (34)
    • Production (2)
    • Quality of education (116)
    • refugees (62)
    • Refugees and displaced people (84)
    • Report (53)
    • Reproductive health (10)
    • right to education (41)
    • Rural areas (26)
    • rural development (3)
    • scholarships (3)
    • school violence (11)
    • sdg (139)
    • sdgs (192)
    • Secondary school (50)
    • sexual diversity (2)
    • Sexual violence (18)
    • sexuality education (12)
    • Skills (85)
    • SRGBV (11)
    • STEM (18)
    • Sustainable development (83)
    • syria (10)
    • Teachers (134)
    • teaching (62)
    • technology (97)
    • tertiary education (20)
    • Testing (16)
    • textbooks (23)
    • Training (57)
    • Uncategorized (613)
    • united nations (19)
    • Urbanization (4)
    • violence (27)
    • Youth (83)
  • Blog series
    • SDG 4 data series
    • #TechOnOurTerms
    • #BorntoLearn
    • COVID-19
    • Monitoring SDG4
  • Year
    • 2026 (41)
    • 2025 (83)
    • 2024 (89)
    • 2023 (95)
    • 2022 (105)
    • 2021 (105)
    • 2020 (123)
    • 2019 (74)
    • 2018 (116)
    • 2017 (120)
    • 2016 (106)
    • 2015 (80)
    • 2014 (82)
    • 2013 (74)
    • 2012 (83)
    • 2011 (57)
    • 2010 (43)

Category: 2023 GEM Report You are viewing the articles filtered by category: 2023 GEM Report

Diary of a burned-out teacher: coping with the overwhelming wave of technological change

By: Amber Harper

Education and critical thinking as tools in the battle against fake news

By: Yoan Blanc

Can solar power close the school electrification gap?

By: GEM Report

Technology in education in Kenya: from gathering dust to gathering momentum

By: Monica Kinyua

New PEER profiles to inform policy dialogue on technology in education

By: GEM Report

Announcing our plans for the 2023 GEM Report on technology in education

By: GEM Report

Calling youth: What is the top priority in thinking about technology in education? 

By: GEM Report

Transforming education: How can technology and youth drive change?

By: Alice Mukashyaka

ChatGPT, artificial intelligence and higher education

By: UNESCO IESALC

The unheard impact: technology and the teaching profession

By: Lainie Keper

Beyond the buzzwords: EdTech in 2030 will be evidence-driven and equitable

By: Professor Natalia Ingebretsen Kucirkova

Introducing seven new GEM Report Fellows for 2022

By: GEM Report
  • 1
  • 2
  • 3
  • 4

Blog series

  • SDG 4 data series
  • #TechOnOurTerms
  • #BorntoLearn
  • COVID-19

Links

  • World Inequality Database on Education
  • Scoping Progress in Education
  • Profiles Enhacing Education Reviews
  • Global Education Monitoring Report
  • EnglishEN
  • EspañolES
  • Contact
image/svg+xml

Loading Comments...