Table of contents
Promising policy options
– Incorporating an inclusive and neutral language
– Promote mother tongue language teaching and multilingual language teaching
– Promote Education for Sustainable Development
– Promote on-going teacher professional development
Other policy options
– Promote health and physical education
– Incorporating an inclusive and neutral language
– Promote mother tongue language teaching and multilingual language teaching
– Promote Education for Sustainable Development
– Promote on-going teacher professional development
Other policy options
– Promote health and physical education
Promising policy options
Incorporating an inclusive and neutral language
Contents under review
References
IBE-UNESCO (UNESCO International Bureau of Education); IIEP-UNESCO. 2015. Education for peace: planning for curriculum reform; guidelines for integrating an Education for Peace curriculum into education sector plans and policies. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000233601
Muskin, J.A. 2015. Student learning assessment and the curriculum: issues and implications for policy, design and implementation. IBE-UNESCO (UNESCO International Bureau of Education). Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235489
IIEP-UNESCO. Learning Portal. 2019. Curriculum and expected learning outcomes. Accessed 3 August 2019: https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/curriculum-and-expected-learning-outcomes
IBE-UNESCO (UNESCO International Bureau of Education). Curriculum development for quality teaching and learning: a global report on leading curriculum motivations. Complementary Additional Programme 2014-2015. Concept Note. Retrieved from: https://en.unesco.org/system/files/Curriculum%20development%20for%20quality%20teaching%20and%20learning_0.pdf
Lubin, I.A. 2016. Intentional ICT: Curriculum, education and development. Geneva: IBE-UNESCO. Retrieved from: http://www.ibe.unesco.org/sites/default/files/resources/wpci-17-ict_curriculum_eng.pdf
PTM Marope. 2015. Prospects: An increasing focus on curriculum, learning, and assessment. Geneva: IBE-UNESCO. Retrieved from: https://link.springer.com/content/pdf/10.1007%2Fs11125-015-9359-9.pdf
IBE-UNESCO (UNESCO International Bureau of Education). 2017. Training tools for Curriculum Development. A Resource Pack. Geneva: IBE-UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000250420_eng?posInSet=6&queryId=dab9d9dc-dbda-4f17-b003-ad80a0fb5c70
Tiven, M. B.; Fuchs, E. R.; Bazari, A.; MacQuarrie, A. 2018. Evaluating Global Digital Education: Student Outcomes Framework. New York: Bloomberg Philanthropies and OECD (Organisation for Economic Co-operation and Development). Retrieved from: https://www.oecd.org/pisa/Evaluating-Global-Digital-Education-Student-Outcomes-Framework.pdf
Marshall, H.; Arnot, M. 2008. Globalising the School Curriculum: Gender, EFA and Global Citizenship Education. RECOUP Working Paper No. 17. Cambridge: RECOUP (Research Consortium on Educational Outcomes and Poverty). Retrieved from: http://ceid.educ.cam.ac.uk/publications/WP17-MA.pdf
Munawar, M. 2004. Gender Analysis of School Curriculum and Text Books. Islamabad: UNESCO Office. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000216890
Dr S. Themelis; B. Foster. Education for Roma: the potential of inclusive, curriculum-based innovation to improve learning outcomes. Background paper prepared for the Education for All Global Monitoring Report 2013/4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000225955
Muskin, J.A. 2015. Student learning assessment and the curriculum: issues and implications for policy, design and implementation. IBE-UNESCO (UNESCO International Bureau of Education). Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235489
IIEP-UNESCO. Learning Portal. 2019. Curriculum and expected learning outcomes. Accessed 3 August 2019: https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/curriculum-and-expected-learning-outcomes
IBE-UNESCO (UNESCO International Bureau of Education). Curriculum development for quality teaching and learning: a global report on leading curriculum motivations. Complementary Additional Programme 2014-2015. Concept Note. Retrieved from: https://en.unesco.org/system/files/Curriculum%20development%20for%20quality%20teaching%20and%20learning_0.pdf
Lubin, I.A. 2016. Intentional ICT: Curriculum, education and development. Geneva: IBE-UNESCO. Retrieved from: http://www.ibe.unesco.org/sites/default/files/resources/wpci-17-ict_curriculum_eng.pdf
PTM Marope. 2015. Prospects: An increasing focus on curriculum, learning, and assessment. Geneva: IBE-UNESCO. Retrieved from: https://link.springer.com/content/pdf/10.1007%2Fs11125-015-9359-9.pdf
IBE-UNESCO (UNESCO International Bureau of Education). 2017. Training tools for Curriculum Development. A Resource Pack. Geneva: IBE-UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000250420_eng?posInSet=6&queryId=dab9d9dc-dbda-4f17-b003-ad80a0fb5c70
Tiven, M. B.; Fuchs, E. R.; Bazari, A.; MacQuarrie, A. 2018. Evaluating Global Digital Education: Student Outcomes Framework. New York: Bloomberg Philanthropies and OECD (Organisation for Economic Co-operation and Development). Retrieved from: https://www.oecd.org/pisa/Evaluating-Global-Digital-Education-Student-Outcomes-Framework.pdf
Marshall, H.; Arnot, M. 2008. Globalising the School Curriculum: Gender, EFA and Global Citizenship Education. RECOUP Working Paper No. 17. Cambridge: RECOUP (Research Consortium on Educational Outcomes and Poverty). Retrieved from: http://ceid.educ.cam.ac.uk/publications/WP17-MA.pdf
Munawar, M. 2004. Gender Analysis of School Curriculum and Text Books. Islamabad: UNESCO Office. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000216890
Dr S. Themelis; B. Foster. Education for Roma: the potential of inclusive, curriculum-based innovation to improve learning outcomes. Background paper prepared for the Education for All Global Monitoring Report 2013/4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000225955
Promote mother tongue language teaching and multilingual language teaching
Contents under review
References
UNESCO. 2006. UNESCO Guidelines on Intercultural Education. UNESCO. Retrieved from: http://unesdoc.unesco.org/ images/0014/001478/147878e.pdf
UNESCO. 2005. Proceedings of the International Congresses of: Education for Shared Values for Intercultural and Interfaith Understanding, (and) Religion in Peace and Conflict: Responding to Militancy and Fundamentalism. Retrieved from: UNESCO. http://unesdoc.unesco.org/images/0014/001417/141773e.pdf
UNESCO. 2009. Investing in Cultural Diversity and Intercultural Dialogue: UNESCO World Report. UNESCO. Retrieved from: http:// unesdoc.unesco.org/images/0018/001847/184755E.pdf
UNESCO. 2009. Promoting Gender Equality in Education. Gender in Education Network Asia-Pacific (GENIA) Toolkit. UNESCO, Bangkok office. Retrieved from: http://unesdoc.unesco.org/images/0018/001864/186495e.pdf
UNESCO. 2012. UNESCO International Meeting of Experts: Fostering a Culture of Intercultural Dialogue in the Arab States. Report. UNESCO: Beirut. Retrieved from: http://unesdoc.unesco.org/images/0021/002196/219692e.pdf
UNESCO. 2015. Global Citizenship Education: Topics and Learning Objectives. Retrieved from: http://unesdoc.unesco.org/images/0023/002329/232993e.pdf
UNESCO. 2015. Comparative study of textbooks: working document in the framework of the Euro-Arab Dialogue. summary report. Retrieved from: http://unesdoc.unesco.org/images/0024/002431/243181e.pdf
UNESCO. 2016. Out in the open: education sector responses to violence based on sexual orientation and gender identity/expression. Retrieved from: http://unesdoc.unesco.org/images/0024/002447/244756e.pdf
Blumberg, R. L. 2007. Gender bias in textbooks: A hidden obstacle on the road to gender equality in education. UNESCO (Background paper for the Education for All Global Monitoring Report 2008: Education for All by 2015: Will we make it?). Retrieved from: http://files.adulteducation.at/voev_content/340-gender_books.pdf
Brugeilles, C. and Cromer, S. 2009. Promoting Gender Equality through Textbooks: A Methodological Guide. UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0015/001588/158897e.pdf
Centre Hubertine Auclert. 2014. Manuels scolaires, genre et égalité (proceedings of 2 July 2014 symposium). Retrieved from: http://www.centre-hubertine-auclert.fr/sites/default/files/fichiers/actes-04-manuelscolaire-22122014-web.pdf
Interfaith Council on Ethics Education for Children, Arigatou Foundation. 2008. Learning to Live Together: An Intercultural and Interfaith Programme for Ethics Education. In cooperation and endorsed by UNESCO and UNICEF. Arigatou Foundation. Retrieved from: http://unesdoc.unesco.org/images/0016/001610/161059e.pdf
Leo, J. de. 2010. Education for Intercultural Understanding. UNESCO Office in Bangkok (Reorienting Teacher Education to Address Sustainable Development: Guidelines and Tools). Retrieved from: http://unesdoc.unesco.org/ images/0018/001890/189051e.pdf
UNESCO. 2005. Proceedings of the International Congresses of: Education for Shared Values for Intercultural and Interfaith Understanding, (and) Religion in Peace and Conflict: Responding to Militancy and Fundamentalism. Retrieved from: UNESCO. http://unesdoc.unesco.org/images/0014/001417/141773e.pdf
UNESCO. 2009. Investing in Cultural Diversity and Intercultural Dialogue: UNESCO World Report. UNESCO. Retrieved from: http:// unesdoc.unesco.org/images/0018/001847/184755E.pdf
UNESCO. 2009. Promoting Gender Equality in Education. Gender in Education Network Asia-Pacific (GENIA) Toolkit. UNESCO, Bangkok office. Retrieved from: http://unesdoc.unesco.org/images/0018/001864/186495e.pdf
UNESCO. 2012. UNESCO International Meeting of Experts: Fostering a Culture of Intercultural Dialogue in the Arab States. Report. UNESCO: Beirut. Retrieved from: http://unesdoc.unesco.org/images/0021/002196/219692e.pdf
UNESCO. 2015. Global Citizenship Education: Topics and Learning Objectives. Retrieved from: http://unesdoc.unesco.org/images/0023/002329/232993e.pdf
UNESCO. 2015. Comparative study of textbooks: working document in the framework of the Euro-Arab Dialogue. summary report. Retrieved from: http://unesdoc.unesco.org/images/0024/002431/243181e.pdf
UNESCO. 2016. Out in the open: education sector responses to violence based on sexual orientation and gender identity/expression. Retrieved from: http://unesdoc.unesco.org/images/0024/002447/244756e.pdf
Blumberg, R. L. 2007. Gender bias in textbooks: A hidden obstacle on the road to gender equality in education. UNESCO (Background paper for the Education for All Global Monitoring Report 2008: Education for All by 2015: Will we make it?). Retrieved from: http://files.adulteducation.at/voev_content/340-gender_books.pdf
Brugeilles, C. and Cromer, S. 2009. Promoting Gender Equality through Textbooks: A Methodological Guide. UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0015/001588/158897e.pdf
Centre Hubertine Auclert. 2014. Manuels scolaires, genre et égalité (proceedings of 2 July 2014 symposium). Retrieved from: http://www.centre-hubertine-auclert.fr/sites/default/files/fichiers/actes-04-manuelscolaire-22122014-web.pdf
Interfaith Council on Ethics Education for Children, Arigatou Foundation. 2008. Learning to Live Together: An Intercultural and Interfaith Programme for Ethics Education. In cooperation and endorsed by UNESCO and UNICEF. Arigatou Foundation. Retrieved from: http://unesdoc.unesco.org/images/0016/001610/161059e.pdf
Leo, J. de. 2010. Education for Intercultural Understanding. UNESCO Office in Bangkok (Reorienting Teacher Education to Address Sustainable Development: Guidelines and Tools). Retrieved from: http://unesdoc.unesco.org/ images/0018/001890/189051e.pdf
Promote Education for Sustainable Development
Contents under review
References
Felicienne Mallia Borg. n.d. Developing an inclusive curriculum. European Agency. Retrieved from: https://www.european-agency.org/sites/default/files/Developing-an-inclusive-curriculum-in-Malta.pdf and The Framework, retrieved from: https://meae.gov.mt/en/Public_Consultations/MEDE/Documents/MEDE_Inclusion_Framework_A4_v2.pdf
UNESCO. 2009. Policy guidelines on inclusion in education. Paris. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000177849
Keith M Lewin. 2015. Educational access, equity and development: Planning to make rights realities. IIEP-UNESCO. Paris. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235003
Dr S. Themelis; B. Foster. Education for Roma: the potential of inclusive, curriculum-based innovation to improve learning outcomes. Background paper prepared for the Education for All Global Monitoring Report 2013/4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000225955
UNESCO. 2009. Policy guidelines on inclusion in education. Paris. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000177849
Keith M Lewin. 2015. Educational access, equity and development: Planning to make rights realities. IIEP-UNESCO. Paris. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235003
Dr S. Themelis; B. Foster. Education for Roma: the potential of inclusive, curriculum-based innovation to improve learning outcomes. Background paper prepared for the Education for All Global Monitoring Report 2013/4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000225955
Promote on-going teacher professional development
Contents under review
References
UNESCO. 2009. Policy guidelines on inclusion in education. Paris. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000177849
Keith M Lewin. 2015. Educational access, equity and development: Planning to make rights realities. IIEP-UNESCO. Paris. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235003
Dr S. Themelis; B. Foster. Education for Roma: the potential of inclusive, curriculum-based innovation to improve learning outcomes. Background paper prepared for the Education for All Global Monitoring Report 2013/4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000225955
Howgego, C.; Miles, S.; Myers, J. 2014. Inclusive Learning: Children with disabilities and difficulties in learning. Oxford: HEART (Health & Education Advice & Resource Team). Retrieved from: http://www.heart-resources.org/wp-content/uploads/2014/09/Inclusive-Learning-Topic-Guide.pdf?9d29f8=.
IBE-UNESCO (UNESCO International Bureau of Education). 2016. Training Tools for Curriculum Development. Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education. Geneva: IBE-UNESCO. Retrieved from: http://www.ibe.unesco.org/sites/default/files/resources /ibe-crp-inclusiveeducation-2016_eng.pdf
IIEP-UNESCO. 2018. Ghana: making inclusive education a reality. Accessed 30 August 2019: http://www.iiep.unesco.org/en/ghana-making-inclusive-education-reality-4564
UNESCO; EFA GMR (Education for All Global Monitoring Report). n.d. Disabilities and education. Paris: UNESCO. Retrieved from: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Facts-Figures-gmr.pdf
UNESCO. 2004. Changing Teaching Practices: using curriculum differentiation to respond to students’ diversity. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000136583
UNESCO. 2009c. Policy guidelines on inclusion in education. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0017/001778/177849e.pdf.
UNICEF (United Nations Children’s Fund). 2014. Teachers, Inclusive, Child-Centred Teaching and Pedagogy: Webinar 11 – Access to School and the Learning Environment II Universal Design for Learning. New York: UNICEF. Retrieved from: https://www.unicef.org/eca/education
UNICEF (United Nations Children’s Fund). 2014a. Conceptualizing Inclusive Education and Contextualizing it within the UNICEF Mission: Webinar 1 – Companion Technical Booklet. New York: UNICEF. Retrieved from: https://www.unicef.org/eca/education
Vrasmas, T. 2014. Curriculum for children with disabilities in inclusive education. Literature review. In: Procedia – Social and Behavioural Sciences, 127, pp.336-341. Retrieved from: https://cyberleninka.org/article/n/15292/viewer
UNESCO. 2015. A Guide for Gender Equality in Teacher Education Policy and Practices. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000231646/
UNESCO. 2018. Global Education Monitoring Report Gender Review: Meeting our commitments to gender equality in education. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000261593?posInSet=7&queryId=d9c1c9db-c2d7-4f64-a94f-f13dc872d3a4
Keith M Lewin. 2015. Educational access, equity and development: Planning to make rights realities. IIEP-UNESCO. Paris. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235003
Dr S. Themelis; B. Foster. Education for Roma: the potential of inclusive, curriculum-based innovation to improve learning outcomes. Background paper prepared for the Education for All Global Monitoring Report 2013/4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000225955
Howgego, C.; Miles, S.; Myers, J. 2014. Inclusive Learning: Children with disabilities and difficulties in learning. Oxford: HEART (Health & Education Advice & Resource Team). Retrieved from: http://www.heart-resources.org/wp-content/uploads/2014/09/Inclusive-Learning-Topic-Guide.pdf?9d29f8=.
IBE-UNESCO (UNESCO International Bureau of Education). 2016. Training Tools for Curriculum Development. Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education. Geneva: IBE-UNESCO. Retrieved from: http://www.ibe.unesco.org/sites/default/files/resources /ibe-crp-inclusiveeducation-2016_eng.pdf
IIEP-UNESCO. 2018. Ghana: making inclusive education a reality. Accessed 30 August 2019: http://www.iiep.unesco.org/en/ghana-making-inclusive-education-reality-4564
UNESCO; EFA GMR (Education for All Global Monitoring Report). n.d. Disabilities and education. Paris: UNESCO. Retrieved from: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Facts-Figures-gmr.pdf
UNESCO. 2004. Changing Teaching Practices: using curriculum differentiation to respond to students’ diversity. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000136583
UNESCO. 2009c. Policy guidelines on inclusion in education. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0017/001778/177849e.pdf.
UNICEF (United Nations Children’s Fund). 2014. Teachers, Inclusive, Child-Centred Teaching and Pedagogy: Webinar 11 – Access to School and the Learning Environment II Universal Design for Learning. New York: UNICEF. Retrieved from: https://www.unicef.org/eca/education
UNICEF (United Nations Children’s Fund). 2014a. Conceptualizing Inclusive Education and Contextualizing it within the UNICEF Mission: Webinar 1 – Companion Technical Booklet. New York: UNICEF. Retrieved from: https://www.unicef.org/eca/education
Vrasmas, T. 2014. Curriculum for children with disabilities in inclusive education. Literature review. In: Procedia – Social and Behavioural Sciences, 127, pp.336-341. Retrieved from: https://cyberleninka.org/article/n/15292/viewer
UNESCO. 2015. A Guide for Gender Equality in Teacher Education Policy and Practices. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000231646/
UNESCO. 2018. Global Education Monitoring Report Gender Review: Meeting our commitments to gender equality in education. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000261593?posInSet=7&queryId=d9c1c9db-c2d7-4f64-a94f-f13dc872d3a4
Other policy options
Promote health and physical education
Contents under review
References
IBE-UNESCO (UNESCO International Bureau of Education). Curriculum development for quality teaching and learning: a global report on leading curriculum motivations. Complementary Additional Programme 2014-2015. Concept Note. Retrieved from: https://en.unesco.org/system/files/Curriculum%20development%20for%20quality%20teaching%20and%20learning_0.pdf
Lubin, I.A. 2016. Intentional ICT: Curriculum, education and development. Geneva: IBE-UNESCO. Retrieved from: http://www.ibe.unesco.org/sites/default/files/resources/wpci-17-ict_curriculum_eng.pdf
PTM Marope. 2015. Prospects: An increasing focus on curriculum, learning, and assessment. Geneva: IBE-UNESCO. Retrieved from: https://link.springer.com/content/pdf/10.1007%2Fs11125-015-9359-9.pdf
IBE-UNESCO (UNESCO International Bureau of Education). 2017. Training tools for Curriculum Development. A Resource Pack. Geneva: IBE-UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000250420_eng?posInSet=6&queryId=dab9d9dc-dbda-4f17-b003-ad80a0fb5c70
IIEP-UNESCO. 2018. Ghana: making inclusive education a reality. Accessed 30 August 2019: http://www.iiep.unesco.org/en/ghana-making-inclusive-education-reality-4564
UNESCO; EFA GMR (Education for All Global Monitoring Report). n.d. Disabilities and education. Paris: UNESCO. Retrieved from: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Facts-Figures-gmr.pdf
UNESCO. 2004. Changing Teaching Practices: using curriculum differentiation to respond to students’ diversity. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000136583
Muskin, J.A. 2015. Student learning assessment and the curriculum: issues and implications for policy, design and implementation. IBE-UNESCO (UNESCO International Bureau of Education). Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235489
IIEP-UNESCO. Learning Portal. 2019. Curriculum and expected learning outcomes. Accessed 3 August 2019: https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/curriculum-and-expected-learning-outcomes
Lubin, I.A. 2016. Intentional ICT: Curriculum, education and development. Geneva: IBE-UNESCO. Retrieved from: http://www.ibe.unesco.org/sites/default/files/resources/wpci-17-ict_curriculum_eng.pdf
PTM Marope. 2015. Prospects: An increasing focus on curriculum, learning, and assessment. Geneva: IBE-UNESCO. Retrieved from: https://link.springer.com/content/pdf/10.1007%2Fs11125-015-9359-9.pdf
IBE-UNESCO (UNESCO International Bureau of Education). 2017. Training tools for Curriculum Development. A Resource Pack. Geneva: IBE-UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000250420_eng?posInSet=6&queryId=dab9d9dc-dbda-4f17-b003-ad80a0fb5c70
IIEP-UNESCO. 2018. Ghana: making inclusive education a reality. Accessed 30 August 2019: http://www.iiep.unesco.org/en/ghana-making-inclusive-education-reality-4564
UNESCO; EFA GMR (Education for All Global Monitoring Report). n.d. Disabilities and education. Paris: UNESCO. Retrieved from: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/Facts-Figures-gmr.pdf
UNESCO. 2004. Changing Teaching Practices: using curriculum differentiation to respond to students’ diversity. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000136583
Muskin, J.A. 2015. Student learning assessment and the curriculum: issues and implications for policy, design and implementation. IBE-UNESCO (UNESCO International Bureau of Education). Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000235489
IIEP-UNESCO. Learning Portal. 2019. Curriculum and expected learning outcomes. Accessed 3 August 2019: https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/curriculum-and-materials/curriculum-and-expected-learning-outcomes