UNESCO Clearinghouse on GCED

Convivencia escolar: Una revisión del concepto (Psicoperspectivas; No. 18, Vol. 1) Year of publication: 2019 Author: Cecilia Fierro-Evans | Patricia Carbajal-Padilla Corporate author: Catholic University of Valparaíso. School of Psychology El presente trabajo reporta un ejercicio de revisión del concepto de convivencia escolar con vistas a apoyar su clarificación y, por tanto, contribuir al desarrollo de un lenguaje común en la región latinoamericana. Para ello las autoras conducen un trabajo documental orientado a identificar los principales enfoques teóricos en la literatura de convivencia. Posteriormente analizan cuatro estudios enfocados a sistematizar los enfoques prevalecientes en el estudio de la convivencia escolar. Como resultado, proponen un concepto de convivencia desde la perspectiva de la justicia social adaptada a la educación y lo operacionalizan en tres ámbitos de la vida escolar: pedagógico-curricular, organizativo-administrativo y socio-comunitario. Esta noción comprehensiva de la convivencia escolar podría apoyar la realización de investigaciones futuras, propuestas educativas y evaluaciones de convivencia escolar que ofrezcan una respuesta a la violencia y a la persistente exclusión social que existe en la región latinoamericana.

Lessons from a Transformative Pedagogy Project for Peace, Resilience, and the Prevention of Violent Extremism: Part I; Country-Level Implementation Year of publication: 2024 Author: Eyerusalem Azmeraw | Quentin Wodon | Eleonora Mura | Kasumi Moritani Corporate author: UNESCO International Institute for Capacity-Building in Africa (IICBA) From 2017 to 2022, UNESCO’s International Institute for Capacity Building in Africa (IICBA) led a series of projects for peacebuilding and the prevention of violent extremism through education with support from the Government of Japan. This two-part paper draws lessons from the projects. The first part of the paper briefly explains the transformative pedagogy approach that guided project implementation and provides examples of changes that were implemented at the country level under the projects. The analysis is qualitative, with the aim being to outline, through country examples, what can be achieved through such projects. Lessons on factors contributing to impact are also outlined.

Significant Pedagogical Tools for Social Change Year of publication: 2023 Author: Jorge Julio Mejía | Carlos Krisch | Sthepany Escobar | Martha Lucía | Márquez Restrepo | María Del Carmen Muñoz Corporate author: Center for Research and Popular Education / Program for Peace (CINEP/PPP) This document includes significant pedagogical tools to promote processes of social change through training experiences for twelve years in territories on the Colombian-Venezuelan border. Through workshops and activities, participants have experienced transformations in attitudes and practices that have been useful for understanding the border as a shared space.

Herramientas pedagógicas significativas para el cambio social Year of publication: 2023 Author: Jorge Julio Mejía | Carlos Krisch | Sthepany Escobar | Martha Lucía | Márquez Restrepo | María Del Carmen Muñoz Corporate author: Center for Research and Popular Education / Program for Peace (CINEP/PPP) En este documento se recogen las herramientas pedagógicas significativas para promover procesos de cambio social a través de experiencias formativas durante doce años en territorios de la frontera colombo-venezolana. Mediante talleres y actividades, los participantes han experimentado transformaciones en actitudes y prácticas que les han resultado útiles para comprender la frontera como un espacio compartido.

Youth Led Guide on Prevention of Violent Extremism through Education Year of publication: 2017 Author: Carolyn Nash | Yulia Nesterova | Kenneth Primrose | Wing Yu Alice Chan | Rios, Paul A. Chan | María José Velásquez Flores | Aniqah Zowmi Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In September 2016, the education sector from the UNESCO headquarters and the UNESCO category 1 research Institute, the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development(MGIEP) organised the first International Conference on Prevention of Violent Extremism through Education: Taking Action, in New Delhi, India. The usual plethora of reports and guides produced by experts on the subject, roundtables and expert panels were organised.But something different also happened. UNESCO MGIEP brought 50 youth from across the world rigorously selected through six week online discussion on the subject to participate in a first of its kind, “Talking Across Generations on Education (TAGe)” event. This event organised as a plenary session—not a side or lunch event—brought together these youth in a non-hierarchical “flat” dialogue with about 12 senior policymakers on the challenges and opportunities the youth see in preventing violent extremism through education.The conference culminated with the presentation of a “Youth Action Plan” containing three clear tangible action points. One action point was the development of a youth-led guide on Prevention of Violent Extremism through Education. This Guide is the result of that call to action.The Institute circulated a global call to youth who were willing to take up the challenge of producing the Guide. After a rigorous search based on a well-defined set of criteria, two coordinating lead authors were identified. These authors were then tasked to find the remaining authors who they saw fit to contribute to the Guide and this team then reached out to the wider group of youth to solicit their experiences and guidance in producing the Guide. The youth have done their part. They have reached out to more than 2,000 young people from more than 50 countries, collated their ideas and experiences and finally featured more than 150 unique voices into this document.

Training of Trainers Report: For the Project on: Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries Year of publication: 2017 Corporate author: UNESCO International Institute for Capacity-Building in Africa (IICBA) The overall framework of this project is to create a critical mass of teachers who can implement effective teaching and learning, producing economically productive and peace-loving youth. The project has a shortterm objective of training at least 8,000 young teachers through the Training of Trainers (TOT) model. The medium-term objectives will contribute to the 2030 SDGS. The long-term objectives are in line with AU’s Agenda 2063, which promotes increased regional integration, peace and stability, and equitable economic development.

Address by Irina Bokova, Director-General of UNESCO on the occasion of the the Side Even “What Works and What Doesn’t in the Prevention of Violent Extremism (PVE)” Year of publication: 2017 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This Address was delivered by Irina Bokova, Director-General of UNESCO on the occasion of the the Side Even “What Works and What Doesn’t in the Prevention of Violent Extremism (PVE): A Discussion on UNESCO’s Actions and Launch of UNESCO’s Latest Publications”.

MGIEP Annual Report '14-'15 Year of publication: 2016 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO’s first Category I institute in the Asia-Pacific region, established with the generous support of the Government of India. UNESCO MGIEP focuses on transforming current education policies and practices by developing innovative teaching and learning methods.Their objective is to build generations of young people equipped to create peaceful and sustainable societies. This annual report describes MGIEP’s main works and various educational programmes for peace and sustainable development.

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