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Behind the Numbers: Ending School Violence and Bullying سنة النشر: 2019 المؤلف المؤسسي: UNESCO School-related violence in all its forms, including bullying, is an infringement of children’s and adolescents’ rights to education and health and well-being. No country can achieve inclusive and equitable quality education for all if learners experience violence in school.This report provides an overview of the most up-to-date evidence on school violence and bullying. It includes global and regional prevalence and trends, factors that influence vulnerability to school violence and bullying, and consequences. The publication brings together for the first time in one place a wealth of quantitative data from two large-scale international surveys: the Global School-based Student Health Survey (GSHS) and the Health Behaviour in Schoolaged Children (HBSC) study. The surveys cover 144 countries and territories in all regions of the world, and from a wide range of other global and regional surveys. The publication also includes an analysis of factors that contribute to effective national responses, based on a series of case studies commissioned by UNESCO of countries that have succeeded in reducing the prevalence of school violence and bullying or have maintained low levels of school violence over time. Más allá de los números: poner fin a la violencia y el acoso en el ámbito escolar سنة النشر: 2019 المؤلف المؤسسي: UNESCO Todas las formas de violencia en la escuela, incluido el acoso, representan una vulneración del derecho de niños, niñas y adolescentes a la educación y a la salud y el bienestar. Ningún país puede lograr una educación inclusiva, equitativa y de calidad si sus estudiantes son víctimas de violencia en el ámbito escolar.Esta publicación ofrece una visión general de los datos más actualizados sobre violencia y acoso en el ámbito escolar. Incluye información acerca de tendencias y prevalencia a escala mundial y regional, los factores que influyen en la vulnerabilidad a la violencia y el acoso, y sus consecuencias. La publicación reúne por primera vez en un solo lugar una gran cantidad de datos cuantitativos extraídos de dos encuestas internacionales a gran escala: la Encuesta Mundial de Salud a Escolares (GSHS) y la Encuesta sobre las conductas saludables de los jóvenes escolarizados (HBSC) que abarcan 144 países y territorios de todas las regiones del mundo, así como de otras muchas encuestas mundiales y regionales. La publicación incluye asimismo un análisis de los factores que contribuyen al logro de respuestas nacionales eficaces, para lo que se basa en una serie de estudios de caso, encargados por la UNESCO, de países que han logrado reducir la prevalencia de la violencia y el acoso en las escuelas, o han mantenido niveles bajos de violencia escolar a lo largo del tiempo. Au-delà des chiffres: en finir avec la violence et le harcèlement à l’école سنة النشر: 2019 المؤلف المؤسسي: UNESCO La violence en milieu scolaire sous toutes ses formes, y compris le harcèlement, porte atteinte aux droits des enfants et des adolescents à l’éducation, la santé et au bien-être. Aucun pays ne peut assurer une éducation de qualité inclusive et équitable si les élèves sont confrontés à la violence dans les écoles.Cette publication fournit un aperçu de la prévalence des différentes formes de violence et de harcèlement à l’école au niveau mondial. Elle présente les tendances en termes d’évolution de cette prévalence, globalement et dans les différentes régions du monde. Elle examine les facteurs qui rendent les jeunes plus vulnérables à la violence et au harcèlement à l’école, ainsi que les conséquences de ces phénomènes. Pour la première fois, cette publication rassemble une multitude de données quantitatives issues de deux vastes enquêtes internationales, l’Enquête mondiale en milieu scolaire sur la santé des élèves (Global School-based Student Health Survey, GSHS) et l’Enquête sur le comportement de santé des enfants d’âge scolaire (Health Behaviour in Schoolaged Children, HBSC), qui couvrent 144 pays et territoires de toutes les régions du monde ; mais aussi d’un grand nombre d’autres études internationales et régionales. Cette publication contient également une analyse des facteurs qui contribuent à l’efficacité des réponses nationales, fondée sur les études de cas commandées par l’UNESCO dans les pays étant parvenus à réduire la violence et le harcèlement dans leurs écoles ou à maintenir dans la durée les faibles taux de prévalence de ces phénomènes. 
How Does Education About the Holocaust Advance Global Citizenship Education? سنة النشر: 2018 المؤلف: E. Doyle Stevick المؤلف المؤسسي: UNESCO Can education about past genocides shape our understanding of how violence occur in today’s world? Can it foster a sense of belonging to a common humanity and empower young people to become active citizens who work globally for peace and human rights? How does learning about such crimes, which profoundly affect the core dignity of human beings, support the objectives of Global Citizenship Education (GCED), a priority of the 2030 Education Agenda?This paper, commissioned by UNESCO, offers an overview of empirical research on teaching and learning about the Holocaust and how such education may impact leaners’ cognitive, socio-emotional and behavioural skills and competencies. It provides insights for educators on how effective lessons about the Holocaust can meet some of the key expected outcomes of Global Citizenship Education (GCED), such as critical thinking skills, attitudes of empathy and solidarity, and motivation to take action to prevent human rights abuses. 
Report of the Sub-Saharan Africa Regional GCED Network Meeting: Perspectives, Strategies and Actions for GCED سنة النشر: 2017 المؤلف: Gertie Steukers | Carolyn Medel-Añonuevo | Abdoul Wahab Coulibaly المؤلف المؤسسي: UNESCO Harare | APCEIU An increasingly globalized world has raised questions about what constitutes meaningful citizenship as well as about its global dimensions. Global Citizenship Education (GCED) aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world.Education is the most important tool for equipping young people, our future generation of leaders, with the knowledge, skills and attitudes to tackle prejudice and hostility, and to build more peaceful, tolerant and equitable societies. While there are different understandings and manifestations of GCED in different countries, GCED in its various forms is fast becoming an important and necessary component of education systems in sub-Saharan Africa and across the world.The commitment of actors around the world to promoting GCED has contributed highly to the development of GCED, including raising awareness and catalysing action. Furthermore, this has led to the incorporation of GCED in the Sustainable Development Goals (SDGs) through Target 4.7, which captures the clear call for an education that addresses the needs of the twenty-first century, empowering learners to act towards a more peaceful, just, inclusive and sustainable world.GCED reflects the aim of education to go beyond just access and ‘ensure inclusive and equitable quality education and promote lifelong opportunities for all’ in the next fifteen years.UNESCO Regional Office for Southern Africa (ROSA) and the Asia-Pacific Centre of Education for International Understanding (APCEIU) invited partners across Africa for the 2017 Sub-Saharan Africa GCED Regional Network Meeting on 6–7 April 2017 in Johannesburg. The meeting was designed to jumpstart the formation of the Africa Regional GCED Network, map different GCED programmes in the region, and explore areas of possible collaboration in light of solidifying regional action on GCED. 
Education & Extremism: Waging Peace in the Classroom (The Blue Dot Issue 4, 2016) سنة النشر: 2016 المؤلف المؤسسي: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In this fourth issue of The Blue Dot, we have decided to focus on education as a tool for both preventing violent extremism and—sometimes—even propagating extremist ideologies. This issue reflects UNESCO MGIEP’s commitment to advancing the fundamental role of education as a means to changing mindsets and, ultimately, bringing about more peaceful societies.From an interview with award-winning social entrepreneur Prof. Sugata Mitra on the role of technology in revolutionizing education, to a foreword by Secretary-General Ban Ki-moon on the UN’s response to violent extremism, our contributors come from a host of different countries and backgrounds. What brings them together, however, is a call for changing current education systems. This is espoused even more clearly in a piece by Prof. K.P. Mohanan, who uses inquiry-driven approaches to prompt youth to question blind faith in any form of ideology or indoctrination.In this issue we also discuss UNESCO MGIEP’s activities in raising awareness of the strong link between education and radicalization and violent extremism, including our flagship Talking Across Generations (TAG) event which brought together policymakers and young people in an open discussion in Delhi this February. The outcome was a statement calling for greater inclusiveness and more space for young people to shape the policies that ultimately affect them.Just like our events, The Blue Dot is a platform for individuals from different backgrounds and walks of life who might have divergent ideologies, beliefs, and values, all of which may have prevented them from coming together to debate some of the most pressing issues of our time—including the global concern surrounding the rise in violent extremism. When individuals feel free to discuss, share ideas and question their beliefs, they can begin to think creatively and critically about the world and their surrounding environment. The challenge is to avoid lecturing or preaching to young people, but to provide youth with a safe space to discuss contentious issues in an open, inclusive and transparent manner.An open dialogue on violent extremism is a step towards providing young people with opportunities to ask questions and to reflect on their own beliefs, assumptions, and values, including animosities, prejudices, hatred and intolerance. At UNESCO MGIEP we believe that individuals who feel connected to others across political, religious or cultural divides also share a sense of responsibility for the world in which they live. 
All Together Now!: A Whole School Approach to Anti-bullying Practice سنة النشر: 2010 المؤلف المؤسسي: Save the Children All Together Now! provides learning and examples of good practice for teachers and school management teams, in order to encourage a culture in which bullying is less likely to occur. In particular, this report recognises the benefits of two strategies to instil an anti-bullying culture within any school. First, it describes a whole school approach to tackling bullying and promoting positive behaviour, with children and young people participating in their school’s decision-making processes. Positive changes in school anti-bullying policy, together with the ongoing development of better professional practice and peer support, are more likely if everyone connected to the school is informed and offered the opportunity to play a part. Second, All Together Now! demonstrates how creating an effective anti-bullying ethos is dependent upon creating a ‘telling environment’. To achieve this, pupils, staff, and parents and carers need to be consulted and involved. 
Interrupting Extremism by Creating Educative Turbulence سنة النشر: 2014 المؤلف: Lynn Davies المؤلف المؤسسي: Curriculum Inquiry This article begins from the premise that it is important to explore how people unlearn, as well as learn, specifically in terms of extremist or violent attitudes. Three different country examples are given of intergroup encounters that interrupt rigidities in attitudes: working across ethnic groups in Sri Lanka, tackling religious divides in Northern Ireland through shared classes, and initiatives to prevent violent extremism in the United Kingdom. Pedagogical implications of unlearning involve working with the four Ds of deradicalization, debiasing, disengagement and desistence. Interrupting Extremism by Creating Educative Turbulence سنة النشر: 2014 المؤلف: Lynn Davies المؤلف المؤسسي: Curriculum Inquiry Cet article développe l'idée qu'il est important d'analyser les processus de désapprentissage, autant que d'apprentissage, qui conduisent un individu à adopter des attitudes extrémistes ou violentes. Des exemples tirés de trois pays sont mobilisés pour montrer comment des rencontres intergroupes conduisent à infléchir des comportements rigides : le travail entre groupes ethniques au Sri Lanka, la lutte contre les divisions religieuses en Irlande du Nord à l'aide de classes mixtes, et des initiatives visant à prévenir l'extrémisme violent au Royaume-Uni. Les implications pédagogiques d'une approche par le "désapprentissage" nécessitent de mobiliser les quatre "D": déradicalisation, désubjectivation, désengagement et désistance. 
Beyond Bali Education Package سنة النشر: 2012 المؤلف: Lily Taylor | Saul Karnovsky The Beyond Bali Project funded by Building Community Resilience (BCR) aims to develop and produce an education resource for secondary school students (years 8/9) on the Bali bombings and the Bali Peace Park. The resource is designed to build social resilience to violent extremism by: - providing students with the skills and tools to critically analyze and challenge violent extremism, its causes and consequences - raising awareness and education on the social impacts of violent extremism - encouraging students to think about how societies can resist the influence of violent extremism - engaging students through activities and discussion about the Bali Peace Park as social resistance to terrorism.