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Education à la citoyenneté et aux droits de l'homme: manuel pour les jeunes au Maroc Year of publication: 2015 Corporate author: UNESCO Rabat | Conseil national des droits de l'homme (Morocco) Prepared by UNESCO, in collaboration with the Moroccan National Human Rights Council (CNDH) and the support of the Spanish Agency for International Development Cooperation (AECID), this manual aims to sensitize young Moroccan to the fundamental concepts of citizenship and human rights. This educational tool, which consists of 20 didactic cards that describe and explain Morocco national legislation on human rights, documents the human rights international conventions and instruments and puts them in perspective in the Moroccan legislative context. The manual also includes practical exercises adapted to a young audience. تعليم المواطنة وحقوق الإنسان. دليل لشباب المغرب Year of publication: 2015 Corporate author: UNESCO Rabat | Conseil national des droits de l'homme (Morocco) Prepared by UNESCO, in collaboration with the Moroccan National Human Rights Council (CNDH) and the support of the Spanish Agency for International Development Cooperation (AECID), this manual aims to sensitize young Moroccan to the fundamental concepts of citizenship and human rights. This educational tool, which consists of 20 didactic cards that describe and explain Morocco national legislation on human rights, documents the human rights international conventions and instruments and puts them in perspective in the Moroccan legislative context. The manual also includes practical exercises adapted to a young audience. 
Manuel d'apprentissage de la démocratie pour les jeunes en Tunisie Year of publication: 2011 Corporate author: UNESCO Rabat The main aim of these manual and guide is to raise awareness among Tunisian youth about the values of democracy, human rights and responsible citizenship, and empower youth to make their voice heard during this critical period in the Tunisian democratic transition. 
Education in a Post-COVID World: Towards a Rapid Transformation; Eastern and Southern Africa Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st roundof RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation West and Central Africa Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Middle East and North Africa; Regional Brief Year of publication: 2023 Corporate author: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Changes in Ethiopia's language and educational policy - pioneering reforms? Year of publication: 2009 Author: Katrin Seidel | Janine Moritz Corporate author: 16th International Conference of Ethiopian Studies The political changes of the ninety-nineties in Ethiopia were connected with a far-reaching education reform and a transition from the use of only Amharic and English as media of instruction to a system that uses a multi-lingual approach to education. At present 25 local languages are told to be already used at primary level as medium of instruction. Despite the overall success the reform’s main obstacle is overcoming material and professional shortages in view of a growing number of pupils. 
Education à la citoyenneté et aux droits de l'homme: manuel pour les jeunes en Mauritanie Year of publication: 2015 Author: Sidi Mohamed Ould Mohamed Abdellahi | Bamariam Koita | Mohamed El Moctar Ould Sidina | Abdel Wedoud Corporate author: Mauritania. Ministère de la culture et de l'artisanat | Mauritanian National Commission for Education, Science and Culture | UNESCO Rabat Prepared by UNESCO in cooperation with the Mauritanian Ministry of Culture and Crafts, and with the support of the Spanish Agency for International Development Cooperation (AECID), this manual aims to - with the active help of trainers and facilitators - sensitize young Mauritanians to the fundamental concepts of citizenship and human rights. This educational tool, which includes practical exercises adapted to a young audience, consists of 20 didactic cards that describe and explain Mauritania national legislation on human rights.Ce Manuel, composé de 20 fiches thématiques, offre de manière inédite des connaissances sur les conventions et standards internationaux en matière de démocratie et de droits de l’homme, ainsi qu’une contextualisation aux cadres normatifs nationaux de la Mauritanie. Des questions clés, des exercices interactifs, et des références pour aller plus loin sont autant d’outils pédagogiques pour familiariser les jeunes avec des notions fondamentales, dans le cadre de l’éducation aussi formelle que non formelle. Car Si l’éducation à la citoyenneté est rattachée à un territoire national dans la mesure où est citoyenne toute personne disposant de droits et de devoirs attachés à une nationalité, à un État, à une histoire sociale et culturelle, l’éducation aux droits de l’homme se réfère quant à elle à un cadre normatif universel et déterritorialisé : sa mission est de cultiver le sentiment d’appartenance de chacun(e) à l’humanité, caractérisée par une dignité propre. Dans une démarche éducative, ce Manuel conjugue les deux dimensions, les interpé- nètre et les met en perspective. L’objectif est de permettre aux jeunes, avec l’aide de formateurs et d’animateurs, d’approfondir et de mettre en perspective leurs connaissances relatives aux valeurs de citoyenneté et aux principes de droits de l’homme, à travers un va-et vient constant entre l’idéal universel et le contexte politique, social, culturel et environnemental dans lequel ils se trouvent.Fruit de la collaboration entre l’UNESCO et le Ministère de la Culture et de l’Artisanat de Mauritanie, et bénéficiant du soutien de l’Agence espagnole pour la coopération internationale pour le développement (AECID), ce Manuel propose des pistes pour explorer et interroger les conditions d’exercice de la citoyenneté, ainsi que des problématiques sociétales émergeantes. Mieux comprendre, pour mieux agir, c’est aussi cela être un agent de changement, de paix et de développement. Peace education in formal schools of West Africa: an implementation guide Year of publication: 2012 Corporate author: West Africa Network for Peacebuilding (WANEP) This guide, first and foremost, seeks to bring hope and provide opportunity for practitioners to use tried and tested techniques to develop capacities of young people to build requisite knowledge and skills to become credible and responsible leaders. It provides both a conceptual and practical framework of peace education and confirms the potential benefits of Peace Education, particularly in the formal sector. It has been developed based on the extensive experience of WANEP’s Peace Education programme across West Africa and this experience has been outlined in great detail throughout the manual. The guide lays emphasis on entry points for developing and initiating Peace Education programmes in schools and provides practical tools for engaging various stakeholders and the wide range of potential roles they can play. In terms of the content of a peace education programme, guidelines are provided on developing a comprehensive programme that integrates effectively key concepts such as Gender and Human Rights. Critical issues of sustainability, resource mobilisation and monitoring and evaluation are covered using practical case studies based on the WANEP experience. The concluding chapter is devoted to addressing some Frequently Asked Questions. This laudable initiative and recommend this guide for adoption by West African states and institutions especially the educational sector as a tool for inculcating a culture of peace and nonviolence amongst children.The guide is divided into six chapters.Chapter 1 consists of introduction and the conceptual definition of basic philosophy that influenced the peace education program of WANEP. It also examines the role of peace education on the psycho social behaviour of youths in West Africa.Chapter 2 highlights WANEP’s guiding principles to the development of its peace education in the sub region and also the basic steps it took to implement its program in the seven (7) pilot states.Chapter 3 looks at how to mobilise resources to sustain the peace education program especially within the context of West Africa.Chapter 4 highlights the challenges that WANEP encountered in implementing the program.Chapter 5 emphasises the importance of monitoring and evaluation for impact and success of a peace education program.Chapter 6 deals with frequently asked questions by interested stakeholders. L’éducation à la paix dans les écoles formelles de l'Afrique de l'Ouest: un guide de mise en œuvre Year of publication: 2012 Corporate author: West Africa Network for Peacebuilding (WANEP) Ce guide, d'abord et avant tout, cherche à apporter l'espoir et offrir la possibilité pour les praticiens à utiliser essayé et testé des techniques pour développer les capacités des jeunes à acquérir des connaissances et des compétences nécessaires pour devenir des leaders crédibles et responsables. Il fournit à la fois un cadre conceptuel et pratique de l'éducation de la paix et confirme les avantages potentiels de l'éducation pour la paix, en particulier dans le secteur formel. Il a été développé sur la base de la longue expérience du programme Education à la Paix de WANEP à travers l'Afrique de l'Ouest et cette expérience a été décrite en détail dans le manuel. Le guide met l'aCECnt sur les points d'entrée pour le développement et le lancement de programmes d'éducation de la paix dans les écoles et fournit des outils pratiques pour engager divers intervenants et le large éventail de rôles potentiels qu'ils peuvent jouer. En termes de contenu d'un programme d'éducation à la paix, les lignes directrices sont prévues sur l'élaboration d'un programme complet qui intègre les concepts efficacement clés tels que le genre et droits de l'homme. Les questions critiques de la durabilité, la mobilisation des ressources et de Suivi et de l'évaluation sont couverts au moyen d'études de cas pratiques fondées sur l'expérience WANEP. Le chapitre final est consacré à aborder quelques questions fréquemment posées. Cette initiative louable et recommande ce guide pour adoption par les Etats et les institutions ouest-africaines en particulier le secteur de l'éducation comme un outil pour inculquer une culture de la paix et de la non-violence chez les enfants. Le guide est divisé en six chapitres. Chapitre 1 est constitué d'introduction et la définition conceptuelle de la philosophie de base qui a influencé le programme d'éducation à la paix de WANEP. Il examine également le rôle de l'éducation de la paix sur le comportement social psycho des jeunes en Afrique de l'Ouest. Le chapitre 2 met en évidence les principes directeurs de WANEP au développement de son éducation à la paix dans la sous-région et aussi les étapes de base qu'il a fallu pour mettre en œuvre son programme dans les sept (7) Etats pilotes. Le chapitre 3 examine comment mobiliser des ressources pour soutenir le programme d'éducation à la paix en particulier dans le contexte de l'Afrique de l'Ouest. Le chapitre 4 met en évidence les défis que WANEP rencontrés dans la mise en œuvre du programme. Le chapitre 5 met l'aCECnt sur l'importance de Suivi et de l'évaluation de l'impact et le succès d'un programme d'éducation à la paix. Chapitre 6 traite des questions fréquemment posées par les parties intéressées.