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Teacher Policy Development Guide سنة النشر: 2019 المؤلف المؤسسي: UNESCO | International Task Force on Teachers for Education 2030 Countries will need to have a broad perspective on teacher issues in order to meet Sustainable Development Goal 4 and address the provisions on Teachers in the Incheon Declaration with the Framework for Action of Education 2030. A system to orient the elaboration and/or review of national teacher policies will be a useful tool. The International Teacher Task Force builds on its comparative advantage as a global multiple-stakeholder alliance joining hands to address the global teacher challenges, to offer the present Teacher Policy Development Guide.Users will find relevant definitions of concepts, description of the different dimensions of teacher issues and how they correlate, and suggestions of phases in the process of developing a national teacher policy. Of utmost importance is the involvement of all stakeholders, especially the teachers, in the process. 
How to Develop Solidarity Service-Learning Projects: Manual for Various Educational Levels and Non-formal Education سنة النشر: 2024 المؤلف: María Nieves Tapia المؤلف المؤسسي: Latin American Center for Service-Learning (CLAYSS) The publication presents the concept and practice of solidarity-based service-learning (SLL) focusing on its implementation in Uruguay from a Latin American perspective. With this approach, throughout its 88 pages it explores local applications and compares experiences from other regions, providing a broad and enriching view of this methodology. Solidarity-based service-learning is a recommended pedagogical strategy to face the educational challenges of the 21st century. According to the Delors report (1996), this methodology is aligned with the four pillars of education: learning to be, learning to learn, learning to do and learning to live together. The manual details how SLL projects can be a powerful tool for social change. Cómo desarrollar proyectos de aprendizaje-servicio solidario: Manual para los diversos niveles educativos y la educación no formal سنة النشر: 2024 المؤلف: María Nieves Tapia المؤلف المؤسسي: Latin American Center for Service-Learning (CLAYSS) La publicación presenta el concepto y la práctica del aprendizaje y servicio solidario (AySS) centrándose en su implementación en Uruguay con una perspectiva latinoamericana. Con este enfoque, a lo largo de sus 88 páginas explora las aplicaciones locales y compara experiencias de otras regiones, proporcionando una visión amplia y enriquecedora de esta metodología. El aprendizaje-servicio solidario es una estrategia pedagógica recomendada para enfrentar los desafíos educativos del siglo XXI. Según el informe Delors (1996), esta metodología está alineada con los cuatro pilares de la educación: aprender a ser, aprender a aprender, aprender a hacer y aprender a vivir juntos. El manual detalla cómo los proyectos de AySS pueden ser una herramienta poderosa para el cambio social. 
Let's work together: education has a key role in helping achieve the Sustainable Development Goals سنة النشر: 2019 المؤلف المؤسسي: Global Education Monitoring Report Team This publication has been produced on the occasion of the 2019 High-level Political Forum by the Global Eduation Monitoring Report. It draws upon findings from reports produced since 2015, showing the importance of education for the other goals in the 2030 agenda for sustainable development and calling for sectors to work together to achieve their aims. 
Youth Report 2020: Inclusion and Education; All Means All سنة النشر: 2020 المؤلف المؤسسي: UNESCO | Global Education Monitoring Report Team This Youth Report is designed to help you learn about the social, economic and cultural factors that cause vulnerable children, youth and adults to be discriminated against and marginalized in education. It tells the stories of the people who fight to ensure that everyone is included in education, and of those who fought to uphold their own right to education. It brings to life the recommendations of the 2020 Global Education Monitoring Report: Inclusion and education: All means all and calls on youth and teachers to share and discuss the stories and messages, to use them in campaigns and as a teaching tool in class. An open letter to education ministers is included calling, for education systems to be built back more inclusive after the school closures during Covid-19. 
COVID-19 Responses Around the World: A Teaching Resource for Ages 9-14 سنة النشر: 2021 المؤلف المؤسسي: Oxfam GB This resource helps learners to discuss their thoughts and feelings about the pandemic with others. Learners will also find out about ways to stop the current ‘infodemic’ – the rapid spread of misinformation and disinformation about COVID-19.This material will help learners to:discuss their thoughts and feelings about COVID-19.investigate some of the incredible ways in which people have been responding to this crisis.understand the difference between information, disinformation and misinformation.consider their own responses to the pandemic and possible actions that they might take to manage their own wellbeing and support others. 
Transformative Learning Journeys: Venturing Into the Wilds of Global Citizenship Education سنة النشر: 2021 المؤلف المؤسسي: Bridge 47 With the intensive courses of the Transformative Learning Journey, Bridge 47 created experimental learning spaces for communities of practitioners, researchers and activists of transformative education from around the world.The courses endeavored to challenge common concepts of Global Citizenship Education, to explore questions like those below and to experiment with different, holistic and potentially more transformative, practices of learning and co-creating.What are the (cultural) root causes of the global multi-crisis?How to decolonize and transform a modern system that is broken beyond fixing?What do we have to learn, unlearn or let go of- individually and collectively - in order to allow, embrace and foster real change? What characterizes transformative learning, and how can education create holistic spaces to trigger, support and accompany such learning processes? How transformative is our own organizational and educational practice?Do we have to re-imagine education and activism and become more radical? Are we asking the right questions?Based on the positive resonance, Bridge 47 wants to share some of the learnings through this publication. The book gives insights into the design, content and methodology of the course. Featuring diverse contributions from participants, it is a mosaic of perspectives and experiences of transformation, decolonization and learning. It also comprises some tools and invitations for reflection. It is not a cohesive prescription of how to facilitate transformative learning – as there is none - but an invitation to relate to and play."This book is dedicated to all the curious people out there who are passionate about education in caring for our world and each other - the dreamers, the healers, the lovers, the teachers for a different future to emerge. It goes to the fighters who are desperate and overwhelmed in face of complex challenges and are worn out by their struggle for justice and change – to find inspiration, energy and courage to treat ourselves gently, to let go and to make space for new things to emerge." 
Tools for a More Inclusive Education سنة النشر: 2020 المؤلف المؤسسي: Chile. Ministry of Education This document presents a conceptual framework to help the different educational teams deployed at the national level to devise and implement inclusive practices in their daily management, in their ways of living together and in their teaching-learning processes. This, within the framework of the promulgation of Law 20,845, modifies the General Education Law (N°20,370/2009) in its article 4, adding that “It is the duty of the State to strive to ensure quality inclusive education for all people. Herramientas para una educación más inclusiva سنة النشر: 2020 المؤلف المؤسسي: Chile. Ministry of Education En este documento se presenta un marco técnico conceptual para contribuir a que los distintos equipos educativos desplegados a nivel nacional puedan idear e implementar prácticas inclusivas en su gestión cotidiana, en sus modos de convivir y en sus procesos de enseñanza – aprendizaje. Esto, en el marco de la promulgación de la Ley 20.845 modifica la Ley General de Educación (N°20.370/2009) en su artículo 4° agregando que “Es deber del Estado propender a asegurar a todas las personas una educación inclusiva de calidad.” 
Opportunities for Media and Information Literacy in the Middle East and North Africa: Yearbook 2016 سنة النشر: 2016 المؤلف: Magda Abu-Fadil | Jordi Torrent | Alton Grizzle المؤلف المؤسسي: International Clearinghouse on Children, Youth and Media (Sweden) Opportunities for Media and Information Literacy in the Middle East and North Africa is the seventeenth Yearbook published by the Clearinghouse and fills a gap in the existing body of literature about the progress of media and information literacy work in different parts of the world. This book also helps educators in the Middle East and North Africa region looking for opportunities to bring to their classrooms elements of MIL education.