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On Educating and Learning for Better Futures: A Journey Through Education in Times of Transformation سنة النشر: 2024 المؤلف: Renato Opertti The author of the book, Renato Opertti, president of the OEI Advisory Board, presents this publication divided into six chapters: On the global and the local, On Ibero-America, opportunities and pending challenges, On thinking, educating and learning, PISA findings and the resilience of educational systems, Regarding Meirieu and educators and On the new generations and the future of education in Uruguay. Sobre educar y aprender para futuros mejores: Un viaje por la educación en tiempos de transformación سنة النشر: 2024 المؤلف: Renato Opertti El autor del libro, Renato Opertti presidente del Consejo Asesor de la OEI, nos presenta esta publicación que divide en seis capítulos: Sobre lo global y lo local, Sobre Iberoamérica, oportunidades y desafíos pendientes, Sobre pensar, educar y aprender, Hallazgos de pisa y la resiliencia de los sistemas educativos, A propósito de Meirieu y los educadores y Sobre las nuevas generaciones y los futuros de la educación en Uruguay. 
Educating Against Hate سنة النشر: 2016 المؤلف المؤسسي: United Kingdom. Department of Education, United Kingdom. Home Office As children grow and become more independent, it is not unusual for them to take risks, explore new things and push boundaries. This can mean that they are particularly vulnerable to extremist groups, who may claim to offer answers, as well as identity and a strong social network. And because they know young people are vulnerable, extremist groups often target them using the internet and social media to spread their ideology. The purpose of this website is to provide practical advice and support to help all individuals with an interest in keeping children safe from the dangers of extremism. Educating Against Hate سنة النشر: 2016 المؤلف المؤسسي: United Kingdom. Department of Education, United Kingdom. Home Office Lorsque les enfants grandissent et deviennent plus indépendants, ils prennent des risques, explorent l’inconnu et repoussent les limites. Ils sont alors particulièrement vulnérables aux groupes extrémistes, qui prétendent détenir les réponses à leurs questions et pouvoir leur offrir une identité, ainsi qu’un important réseau social. Et parce qu’ils savent que les jeunes sont vulnérables, les groupes extrémistes utilisent internet et les réseaux sociaux pour répandre leur idéologie et atteindre les jeunes. L’objectif de ce site web est d’apporter des conseils pratiques et un soutien pour tous les individus, afin d’éloigner les enfants des dangers de l’extrémisme. 
Global Education Monitoring Report 2024, Pacific: Technology in Education; A Tool on Whose Terms? سنة النشر: 2024 المؤلف المؤسسي: UNESCO | Global Education Monitoring Report Team | Commonwealth of Learning Information transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed. The report considered four key policy areas of the Pacific Regional Education Framework (PacREF) (2018–2030): In terms of quality and relevance, mobile technology has offered an affordable and flexible approach to learning, and social media have improved communication between institutions, parents and learners. Moodle is the most widely used digital platform in the region. Textbooks are being digitalised and digital resources made available. Yet content is not always developed or adapted to local languages and cultural contexts. Open and distance learning has historically expanded learning pathways in the Pacific, specially in higher education and as a response to natural hazards. The University of South Pacific is a leading example of open and distance learning connecting campus across 12 countries. With the aim to enhance student outcomes and well-being, efforts have been made to incorporate digital skills into curricula and initiatives have increased outside formal education. Yet regulations do not adequately address threats from the use of technology to privacy, safety and well-being. With a focus on the teaching profession, countries leverage technology to provide training opportunities and transform the teaching profession. However, ICT training varies greatly across the region and limited digital infrastructure hinders technology integration into classrooms and teacher training. Three conditions need to be met for technology's potential to be fulfilled: equitable access to technology, appropriate governance and regulation, and sufficient teacher capacity. Supporting this publication is seven background thematic studies that provide a comprehensive overview of education technology issues; Commonwealth of Learning’s short case studies on some of its projects; a survey administered to key informed respondents from the region; and a series of country profiles on PEER, a policy dialogue resource describing policies and regulations related to technology in the region’s education systems. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide سنة النشر: 2024 المؤلف المؤسسي: UNESCO Why social and emotional learning is key to transform education Since 2015, there has been significant progress towards reimagining education for wider societal transformation in support of peace, justice, inclusion, equality and sustainability. Yet, the existing challenges have intensified, and new ones have emerged. The world is witnessing a resurgence of multiple forms of conflict and violence, from racism and discrimination, to hate speech and armed conflict. Our efforts to build sustainable peace through education are falling short. Some 250 million children are still out of school, and those in school are not acquiring the necessary knowledge and skills they need. This guide makes the case for integrating Social and Emotional Learning (SEL) in collective efforts to transform education. It highlights the impact of SEL in improving academic achievement, reducing drop- out rates, and improving overall mental health and well-being, and importantly, in strengthening emotional and relational dynamics of classrooms, schools, communities, and societies. The guide synthesizes the latest research and practice from the world, including case studies of concrete SEL implementation. It provides policy-makers with preliminary guidance to facilitate their conceptualization and integration of SEL in all facets of their education systems to build long-lasting peace and sustainable development. 
AI Competency Framework for Teachers سنة النشر: 2024 المؤلف: Fengchun Miao | Mutlu Cukurova المؤلف المؤسسي: UNESCO AI processes vast information, generates new content, and helps decision-making through predictive analyses. In education, AI has transformed the traditional teacher–student relationship into a teacher–AI–student dynamic.This shift requires a re-examination of teachers’ roles and the competencies they need in the AI era. Yet, few countries have defined these competencies or developed national programmes to train teachers in AI, leaving many educators without proper guidance.The AI competency framework for teachers addresses this gap by defining the knowledge, skills, and values teachers must master in the age of AI. Developed with principles of protecting teachers’ rights, enhancing human agency, and promoting sustainability, the publication outlines 15 competencies across five dimensions: Human-centred mindset, Ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional learning. These competencies are categorized into three progression levels: Acquire, Deepen, and Create.As a global reference, this tool guides the development of national AI competency frameworks, informs teacher training programmes, and helps in designing assessment parameters. It also provides strategies for teachers to build AI knowledge, apply ethical principles, and support their professional growth. 
Как вы можете учиться, если вы не понимаете? سنة النشر: 2016 المؤلف المؤسسي: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 听不懂，怎能学会？ سنة النشر: 2016 المؤلف المؤسسي: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 
Getting Every School Climate-ready: How Countries are Integrating Climate Change Issues in Education سنة النشر: 2021 المؤلف المؤسسي: UNESCO This document summarizes the findings of selected studies by UNESCO and its partners on how climate change issues are integrated in education.These findings shed light on four key questions: where do we stand on climate change education; what do teachers say; what are the examples of country good practices on climate change education; and what does inter-ministerial collaboration on education for sustainable development look like?