UNESCO Clearinghouse on GCED

24 Results found

Transformative Change for Gender Equality Learning from Feminist Strategies Year of publication: 2022 Author: Arab Campaign for Education for All Corporate author: Arab Campaign for Education for All This guide was born out of a request from the Center for Gender Justice in Asia of the Friedrich Ebert Foundation. Its aim is to encourage the Friedrich-Ebert Foundation and its partner organizations to reflect on their ways of working, and to provide information to any other organization or individual interested in learning more about feminist strategies for transformative change by taking a closer look at feminist strategies.

Reference Framwork for Citizenship Education Year of publication: 2021 Corporate author: Educational center for Research and Development (Lebanon) The Educational Center for Reseach and Development has come up with this reference framework of Citizenship Education to contribute to promoting the values of civic education, democracy, equality, justice and dignity. This framework aims to provide theoritical background as well as practical ideas for implementation.

Recommendations of the Conference on "Education for Social Cohesion in Lebanon" Year of publication: 2009 Corporate author: American University of Beirut The file is a summary of the recommendations that came out of the "Education and Social Cohesion in Lebanon" conference, which was held at the American University in Beirut. The recommendations deal with the challenges of social cohesion in Lebanon with its different sects and ethnic components. This conference lasted for three days and was attended by a group of participants from Lebanon and abroad.

Toolkit for Mainstreaming Social Justice Principles in Development Policies Year of publication: 2020 Corporate author: UN-ESCWA The guide aims to enhance the capacities of policy-makers in member states in integrating the concepts and principles of social justice into national development policies, plans and programs, and to improve the knowledge about the direct relationship between social justice and the implementation of the 2030 Agenda for Sustainable Development, as well as relevant recent global agreements.The guide also provides a tool to address policy areas that are key for achieving sustainable development and to promote dialogue on how to design these policies using an approach that takes into account the concepts of social justice. To serve these goals, the guide provides a summary of the various approaches and factors that should be considered by Arab countries to ensure that public policies are sensitive to social justice concepts, irrespective of the countries’ capacities, needs, structures, and their economic, social, political and cultural contexts.The guide builds on the conceptual approach to social justice adopted by ESCWA, which is based on the principles of equality, equity, human rights and participation. It reviews the interventions, institutional work mechanisms and the various elements that promote the mainstreaming of social justice in public policies. Going forward, ESCWA will organize national and regional workshops to build government capacities on the guide and use it in their planning processes.

Promoting the Inclusion of Children and Young People with Disabilities in Education in the Arab Region: An Analysis of Existing Developments, Challenges and Opportunities Year of publication: 2022 Author: Maha Khochen-Bagshaw Corporate author: UNESCO Beirut This report was prepared by the UNESCO Regional Office for Education in the Arab Countries within the framework of the Prince Sultan bin Abdulaziz Al Saud Program to Promote the Arabic Language. The report provides an analysis of inclusive education in Arab countries with the aim of formulating future recommendations, although the report focuses specifically on persons with disability. It acknowledges that other categories of learners suffer from marginalization and are unable to benefit from educational opportunities. It addresses the obstacles and challenges that prevent inclusion, and addresses the progress made and the progress needed to make comprehensive quality education a reality in the Arab region. The report stresses the need for organized and systematic cooperation between teachers, schools and the educational community. It calls on governments to implement immediate measures to assign responsibilities related to learners with disabilities to the Ministry of Education, and urges them to allocate adequate funding to develop effective and implementable plans and mobilize national commitment to inclusive education for all.

Annual SDG Review 2023: The Private Sector and The SDGs in The Arab Region Year of publication: 2023 Author: Mario Jales | Jana El Baba | Hania Sabbidin Dimassi Corporate author: UN. Economic and Social Commission for Western Asia (UN. ESCWA) The ESCWA Annual SDG Review 2023, the second in the series, explores the contributions of the private sector to the realization of the 2030 Agenda and the SDGs in the Arab region. Building on limited available data on the subject, the report offers an indicative reading of existing trends and gaps in the region. The analysis is guided not only by the Agenda’s goals and targets, but also by the whole-of-society and rights-based approaches and the principles of universality, leaving no one behind, combating inequality and promoting gender equality and the empowerment of women.The Review examines the contributions of the private sector to sustainable development in the Arab region from three lenses: delivering the SDGs through business action, mobilizing private finance for the SDGs, and engaging the private sector in SDG planning and coordination. Each chapter assesses evidence for private sector engagement in the delivery of the SDGs in the region and provides guidance on actions needed to address current gaps.

Training Package on Inclusive Education and Disability Year of publication: 2022 Corporate author: United Nations Economic and Social Commission for Western Asia (ESCWA) The comprehensive training package on inclusive education for children and young people with disabilities was developed as part of a partnership between the United Nations Economic and Social Commission for Western Asia (ESCWA) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) with the support of the King Salman Humanitarian Aid and Relief Center, to support and disseminate inclusive education.This training package is directed explicitly to educators in the Arab region, at the local, national, or regional levels, whether in the private or public sectors, including teachers and decision-makers working in the entire educational sector and to those wishing to expand their knowledge in the field of inclusive education.

Arab Identity in the New Lebanese Curriculum: Determinants and Characteristics of the National and Civic Education as an Example Year of publication: 2007 Author: مفلح، أحمد Corporate author: Centre for Arab Unity Studies This study deals with Lebanon’s Arab Identity issue in the new Lebanese curriculum through the unification of the contents of the National and Civic education subject. The study researched how this subject is presented and how to crystallize the concept of Arab Belonging, in addition to dealing with the aspects of communicating the concepts and subjects of identity and belonging. The study reveals the contents of this subject and its ability to be sustained and utilized given the changes in Lebanon following the Taef Agreement and the National Conciliation Document of 1989, and it tests the ability of this subject to withstand the other factors in bringing up the new generation - such as the effects of the family, media, environment, health and others. The analysis showed that despite that the new education curriculum calls for rallying around the fact of Lebanon’s Arab identity and that this identity is sometimes presented in a conspicuous, emotional and self-interest way, in harmony with the political changes following Taef, nevertheless, the changes in the new contents remain very advanced compared to how the identity and belonging were ignored and even fought in the old curriculum.

Educational Programs and the Unification of History Textbooks in the Lebanon: Programs to Unite or Divide? Year of publication: 2012 Author: حلاق، حسان Corporate author: Lebanese Association for Educational Studies (LAES) Educational programs and the question of the unification of history textbooks constitute a major problem which has been ongoing for several decades. It remains till today a hindrance on the way to unifying the Lebanese in terms of their political, cultural, historical and national perspectives.This has a negative impact not only on their present, but also on their future. Educational and cultural considerations, including the multiplicity and variety of history books and the differences and discrepancies in their content, are among the major causes for the division of the Lebanese, whether under the French mandate or since the independence years preceding the breakout of the Lebanese war in 1975 as well as in post-war years. In spite of the fact that the Taef Acord noted the importance of establishing a unified history textbook in the Lebanon, all attempts by all the ministers of national education between 1990 and 2011 failed in producing a unified history textbook satisfying all the Lebanese factions.The author presents in this paper his experience on the committees for the “unification of the history textbook”, and offers several suggestions for addressing the problems of education, including that of the history textbook. These include: 1) Reeducating Lebanese students to make them attuned to national concerns, as they constitute a valuable national and developmental resource. 2) Revising educational programs and curricula away from partisanship, sectarianism and confessionalism. 3) Preparing teachers professionally, nationally and educationally. 4) Appointing nationally minded personnel to write the history books and unify them. 5) Reintegrating the teaching staff in schools and universities to replace the current sorting by sect, confession, region, politics and partisanship, all of which works to the detriment of education and teaching. 6) Supervising the media whose programs have a negative impact by contributing to the division of the Lebanese as unifying the history textbook without putting constraints on the media will not lead to the unification of the Lebanese.

The History Textbook Crisis: A Historical Background Year of publication: 2012 Author: جابر، منذر محمود Corporate author: Lebanese Association for Educational Studies (LAES) The cultural dialogue in Lebanon brings into play attempts to build up sectarian identities, by seeking arguments in support of the claims of each sect whether in terms of origin, language, culture or past events that stretch back in history. This study tries to: 1) Explore the beginnings of the development of history as an independent subject in the curricula of schools throughout the regions of “Lebanon”, whether Ottoman state schools or private schools, missionary or local. It also looks into the connections between these curricula and the aims of the foreign missions working in the field, and the fierce inter-fighting among them on one hand, and the connections with the local political power balance at both the local and the extended Ottoman level, on the other. 2) Take stock of the importance and development of the history subject in the school curricula after the creation of Greater Lebanon in 1920, and analyze the attempts made to change or revise it.

Resources