The IBE is a leading UNESCO Institute in the field of curriculum, valued both for its specialist knowledge, expertise and networks, and for providing curriculum support services that include up-to-date, evidence based information and technical assistance to UNESCO Member States..   More

 In Focus 

Competency-based curriculum and curriculum autonomy in the Republic of Korea (IBE Working Papers on Curriculum Issues N° 12, April 2014)

This paper provides insights into issues related to the implementation of a competency-based approach and curriculum autonomy policies in the Republic of Korea.

Apply now!

The fifth Diploma in Curriculum Design and Development in Latin America and the Caribbean will start September 2014. Applications are currently being accepted for consideration.

New EFA Global Monitoring report out now

The 2013/4 Education for All Global Monitoring Report shows why education is pivotal for development in a rapidly changing world. The IBE has contributed to the GMR through a paper presenting the results of a quick mapping of a range of curriculum frameworks, policies and provisions around the world.


IBE statement on learning in the post-2015 education and development agenda

This statement is intended to contribute to the current international debate about education policies, goals and targets in the Post-2015 international development agenda. It was inspired by discussions which emerged from the International Experts’ Meeting on “Key Curricular and Learning Issues in the Post-2015 Education and Development Agenda”.

An international centre of excellence in curriculum

The IBE's mission is to support UNESCO Member States as they seek to enhance most effectively the quality of student learning. Such support is offered mainly through initiatives and activities within the following three key action areas:

  • capacity development of both institutions and individuals, as well as technical support and advice;
  • access to curriculum-related knowledge, experience and expertise;
  • and the engagement of stakeholders in an evidence-based policy dialogue around good curriculum practice.
 UNESCO's support