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Global Citizenship Education in the Draft Social Studies K-6 Curriculum Año de publicación: 2021 Autor corporativo: Alberta Council for Global Cooperation (ACGC) This document is the Alberta Council for Global Cooperation’s (ACGC) response to the Draft Social Studies K-6 Curriculum released by the Government of Alberta on March 29, 2021. ACGC conducted the analysis of the draft social studies curriculum to better understand the alignment of the draft with global citizenship education (GCE) best practices.Global citizenship is a lens through which to see the world. ACGC understands global citizenship as “an ethos” primarily concerned with fostering “a sense of belonging to the global community and common humanity” (UNESCO, 2013). This not only involves members experiencing solidarity and collective identity themselves, but also necessitates collective responsibility to take local and global action for a better world.Following the analysis, ACGC strongly recommends that the draft curriculum be rewritten to reflect international best practices in global citizenship education. There are significant gaps in the draft when held against the suggested learning outcomes of UNESCO’s guide, Global Citizenship Education: Topics and Learning Objectives. Furthermore, the Alberta government’s Guiding Framework for the Design and Development of Kindergarten to Grade 12 Provincial Curriculum released in December 2020 provides an opportunity for GCE if the draft curriculum more closely aligns with our understanding of the Guiding Framework. Ultimately, the best path forward is rewriting the draft curriculum to include cognitive, socio-emotional, and behavioural learning outcomes that foster active global citizenship and prepare Alberta students to contribute to and thrive within a sustainable, interconnected world. 
Chakra the Invincible: Climate Change Año de publicación: 2015 Autor: Stan Lee | Sharad Devarajan | Gotham Chopra | Ashwin Pande | Thiago Vale | Sesha Sainan Devarajan | Aditya Bidikar | Nilesh S. Mahadik | Rakesh B. Mahadik Autor corporativo: Graphic India Pte. ltd | POW Entertainment The legendary Stan Lee and Sharad Devarajan bring their character Chakra the Invincible to teach children about the global goals! Chakra and Mighty Girl learn from other children around the world how climate change is doing damage and spring into action! 
Foundations for Building Forward Better: An Education Reform Path for Lebanon Año de publicación: 2021 Autor corporativo: World Bank Human capital development is a critical determinant of economic growth, equity, and prosperity, but outcomes in this domain are worryingly low inLebanon, risking the future of generations of children. Lebanese children lag behind their peers in human capital development—measured accordingto the World Bank (2020c) Human Capital Index—suggesting that the future productivity of the labor force and the country’s trajectory for equitablegrowth is at risk (World Bank 2020b). The Human Capital Index indicates that children born in Lebanon today will reach, on average, only 52 percentof their potential productivity when they grow up. This is lower than the average estimates for the Middle East and North Africa (MENA) region(57 percent) and upper-middle-income countries (56 percent). Lebanon’s poor performance on the Human Capital Index is largely attributed to theeducation outcomes calculated for the index. If actual years of schooling, which average approximately 10.2 years in Lebanon, are adjusted for actual learning, effective years of schooling are 40 percent less—on average, only 6.3 years of actual learning (World Bank 2020b). The most recent school closures were due to the COVID-19 pandemic, with schools being closed over 75 percent of the school year between January 2020 and February 2021.1 This will likely lead to a further and significant decrease in learning: effectively, students are facing a lost year of learning (Azevedo et al. 2021). 
Education Sector Analysis: Methodological Guidelines (Vol. 3) Año de publicación: 2021 Autor corporativo: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Global Partnership for Education (GPE) | Foreign, Commonwealth & Development Office (UK) This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). 
Strengthening Independent Media, One Case at a Time: A Handbook for Media Vability; Preview of a Forthcoming IPDC Knowledge Resource Año de publicación: 2021 Autor corporativo: UNESCO “Strengthening Independent Media, One Case at a Time: A Handbook for Media Viability” will include case studies of innovative ideas from a wide variety of news media companies, mostly in the developing world, that are succeeding in difficult times and have lessons to share with others who are struggling. The handbook project was announced during the 65th meeting of the Bureau of the Intergovernmental Council of the International Programme for the Development of Communication (IPDC).This brochure includes highlights of some of the cases to be included, from community media in South Africa to a pure-play digital success in Indonesia, to a fact-checking network in Brazil to a covid response in Pakistan, and much more. The Handbook will be published in September 2021 and will be available for free on the website of the IPDC. 
The World We Want: A Guide to the Goals for Children and Young People Año de publicación: 2015 Autor: Dora Bardales | Paola Arenas Autor corporativo: Global Movement for Children of Latin America and Caribbean | United Nations Children's Fund (UNICEF) The purpose of this guide is to help children and young people understand the Sustainable Development Goals, how they impact their life and what they can do every day to help their government achieve the Goals. 
Guidelines for Data Collection to Measure SDG 4.7.4 and 4.7.5 Año de publicación: 2021 Autor: Andres Sandoval-Hernandez | Maria Magdalena Isac | Diego Carrasco | Daniel Miranda Autor corporativo: UNESCO Institute for Statistics (UIS) This document provides guidance to apply a recently developed strategy to assess two indicators that embody tolerance, respect and sustainable development, namely:Indicator 4.7.4: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainabilityIndicator 4.7.5: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscienceFollowing a thorough review and endorsement by the UIS’ Technical Cooperation Group on the Indicators for SDG 4-Education 2030 (TCG), the measurement strategy has since been applied to the last cycles of TIMSS, PISA and ICCS to produce scores to measure Indicators 4.7.4 and 4.7.5 for 60 countries. While this marks a significant achievement, it is important to acknowledge that two- thirds of UN members have yet to participate in these assessments. To promote wider participation among UN members, this document serves as a robust and easy-to-use set of guidelines offering detailed technical guidance for countries on how to collect the data necessary to produce the information to measure and monitor SDG Indicators 4.7.4 and 4.7.5. Notably, these guidelines will aid in the production of information that is comparable with that of the 60 countries for which this data already exists. 
UNESCO Science Report: The Race Against Time for Smarter Development Año de publicación: 2021 Autor: Susan Schneegans | Tiffany Straza | Jake Lewis Autor corporativo: UNESCO This seventh edition of the report monitors the development path that countries have been following over the past five years from the perspective of science governance. It documents the rapid societal transformation under way, which offers new opportunities for social and economic experimentation but also risks exacerbating social inequalities, unless safeguards are put in place.The report concludes that countries will need to invest more in research and innovation, if they are to succeed in their dual digital and green transition. More than 30 countries have already raised their research spending since 2014, in line with their commitment to the Sustainable Development Goals. Despite this progress, eight out of ten countries still devote less than 1% of GDP to research, perpetuating their dependence on foreign technologies. 
The Road to the SDGs: A discussion with students Año de publicación: 2015 Autor corporativo: United Nations Children's Fund (UNICEF) Animated video to help children learn about important concepts for people and planet as covered in the Sustainable Development Goals (SDGs) 
COVID 19, Technology-Based Education and Disability: The Case of Bangladesh; Emerging Practices in Inclusive Digital Learning for Students With Disabilities Año de publicación: 2021 Autor: Vashkar Bhattacharjee | Shahriar Mohammad Shiblee Autor corporativo: UNESCO This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu- lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica- tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities.