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Policy Brief: Talking Across Generations on Education; #TAGe Bujumbura: Youth, Social and Emotional Education and the Prevention of Violent Extremism Año de publicación: 2020 Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) With the aim to mainstream the voices of Burundi youth and include them in the policymaking process in the areas of education for peace, sustainable development and global citizenship, UNESCO MGIEP, YELI-Burundi (Youth Empowerment and Leadership Initiative Burundi) and the Government of Burundi organised a series of high-level #TAGeBujumbura dialogues. These were an integral part of the Annual Prevention of Violent Extremism (PVE) Youth Blast, which was organised by YELI-Burundi on September 16-17, 2019 in Bujumbura, Burundi. H.E Everlyne Butoyi, Minister of Youth, IT and Posts, inaugurated the event. The theme of the main TAGe plenary was The Place of the Youth and Social and Emotional Learning for the Prevention of Violent Extremism – within the broader context of United Nations Security Council Resolution 2250.This unique UNESCO MGIEP TAGe modality for actionable dialogue comprised the following components – month-long online discussions, live TAGe and actionable outputs. The preceding online discussion had over 1,000 participants, and witnessed rich discussion threads being compressed into insightful, actionable ideas. Subsequently, based on the online engagement and the on-ground work done, six representatives were chosen from these participants to represent the collective voices of the youth. They were joined by three distinguished senior decision-makers (from the Government of Burundi and civil society) in a live TAGe exchange, where they delved into issues and unearthed creative solutions in front of an audience of over 200. 
Building Kinder Brains Año de publicación: 2021 Autor: Nandini Chatterjee Singh | Anantha Kumar Duraiappah Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This booklet is a presentation of some of the key messages from the Rethinking Learning report and is intended to be an introduction to Social and Emotional Learning and its incorporation in the classroom. The key messages presented in this toolkit provide teachers, educators, parents, and policy makers with the incredible opportunity and responsibility to build kinder brains for a resilient, peaceful and sustainable planet by training and nurturing the social and emotional development of children. 
How Mindful Compassion Practices Can Cultivate Social and Emotional Learning Año de publicación: 2018 Autor: Marilee Bresciani Ludvik | Tonya Lea Eberhart Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) A fundamental purpose of social-emotional learning (SEL) is to provide students with opportunities to develop self-awareness, self-management, and social awareness, which in turn would lead to positive goal-oriented behaviors and the cultivation of collaborative relationships. While scholarly literature lists several strategies to foster SEL skills, there is little evidence of their effectiveness. There is research to support that mindful compassion practices (MCPs) cultivate specific outcomes that align with SEL outcomes. However, questions as to how much of each of these practices and how long they need to be practiced in order to realize effective integration into school curricula remain unanswered. Nevertheless, it has been determined that in order for these approaches to have a positive effect, schools need support to define, implement, evaluate, and modify SEL curriculum according to their needs. 
Reimagining Education: Beyond the Rhetoric (The Blue Dot; No.13, 2021) Año de publicación: 2021 Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The events of the year 2020, driven predominantly by the COVID-19 pandemic, have forced governments, policymakers, educators and organisations to rethink the purpose, structure and modality of existing education systems. Even while the world is struggling with climate change, decreased empathy, violent extremism, xenophobia and an increase in mental health issues in children, with a recent report by WHO highlighting that 800,000 people between the ages of 15-29 are dying by suicide ever year, globally1 , the COVID-19 virus singlehandedly shut down access to face-to-face school education for roughly half of the world’s student population. These ongoing and unexpected challenges bring to light the urgent need for education systems to be more adaptable, responsive, and resilient to future shocks and disasters. We can work to transform education in many ways, such as by translating our understanding of how the brain learns from the research laboratory to the classroom and leveraging the power of technology to ensure that learning can reach every child who hungers to learn. It is time we reimagine education to ensure learning continues with minimal disruption but also empowers students as compassionate human beings, prepared for an unpredictable future, but also as global citizens seeking a peaceful and kinder world. The purpose of education needs to change from being instrumental (based on human capital) to one that is constitutive (human-flourishing), accessible to all and structured such that learning can happen anytime and anywhere and always. 
Rethinking Learning: Exploring Different Pedagogical Approaches to Transform Education for Humanity (The Blue Dot Issue 7, 2018) Año de publicación: 2018 Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In the seventh issue of the Blue Dot, we focus on Rethinking Learning. The Issue includes a foreword by the Former Minister of Education of Mali, H.E. Adama Samassékou on how education systems need to be re-looked at to incorporate personalised learning and technology as an enabler and our Cover Story, which focuses on the importance of socio-emotional learning.Additionally, we feature opinions by specialists from academia, research, policymaking and the industry on the need to relook at education systems for the future. Amongst various experts, we hear from Andreas Schleicher, Director of Education and Skills and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD); Anneli Rautiainen from the Finnish National Agency for Education as well as Pratik Mehta, Head of Education & Skills, Microsoft India.Further, we present short blogs from the youth about what future education systems mean to them and we hear from Nobel Laureate, Ms Tawakkol Karman on the importance of education for peace. 
Guidelines for Implementing SEL in Schools Año de publicación: 2022 Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Schools that promote SEL help in their students’ academic and global learning. It enables learners to live peacefully with others in heterogeneous societies and build ‘tolerance’ and ethics in behaviour in terms of universal human traits that go beyond social, cultural and gender differences. SEL cultivates children’s wellbeing, and because schools are mirrors or microcosms of our larger and dynamic societies, it is vital that personal and social learning be mainstreamed in schools. The purpose of these guidelines is to share the latest research with policymakers, school leaders, and teachers looking to integrate SEL into school practices and present scientific evidence on creating school environments and recommending practices that are key to building peaceful and sustainable societies. 
Online Courses: Building Kinder Brains Through Accessible Digital Learning Course Brochure Año de publicación: 2023 Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) UNESCO MGIEP focuses on achieving the United Nations (UN) Sustainable Development Goal (SDG) 4, Target 7 towards education for building peaceful and sustainable societies across the world by developing programmes that promote social and emotional learning, innovate digital pedagogies and empower the youth. UNESCO MGIEP‘s Social Emotional Learning (SEL) courses are research and evidence based with built-in assessments. The courses are multi-modal, interactive and self-paced, and are designed to build intellectual and emotional intelligence among learners. Currently the courses are available in English and are being adapted to Hindi, Spanish and Russian. 
MGIEP Annual Report '14-'15 Año de publicación: 2016 Autor corporativo: 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. 
Reimagining Education: The International Science and Evidence Based Education Assessment; Summary for Decision Makers (SDM) Año de publicación: 2022 Autor: Anantha Kumar Duraiappah | Nienke M. van Atteveldt | Joanne Marieke Buil | Kriti Singh | Rongxiu Wu Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large scale assessment of knowledge of education. 
MGIEP Annual Report 2015-2016 Año de publicación: 2017 Autor corporativo: 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.