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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. 
Transforming 'MEN'talities: Gender Equality and Masculinities in India; Roadmap and Scoping Report Año de publicación: 2021 Autor: Christopher Coley | Christie M. Gressel | Rao R. Bhavani Autor corporativo: UNESCO This Transforming ‘Men’talities Report is consolidated into a few key messages and crucial responsible parties who can potentially take up these key messages. These recommendations reflect broad areas of theoretical and social science research, policy and governance, and multi- stakeholder engagement. In essence, this report sought to lay a roadmap for how India might best engage men and boys in GEWE (Gender equality and women’s empowerment). Multiple arguments were made in terms of the efficacy of this approach for achieving SDG5; however, these arguments are based largely in theory, in small pilot findings, or in limited sectors. Until now, efforts to engage men and boys in GEWE have been sporadic and limited, given relatively low priority in terms of funding and national and international support, and generally far removed from public consciousness. A more unified and collaborative effort is required to properly understand how to make design effective strategies for engaging men and boys in GEWE. 
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. 
Peace education: framework for teacher education, 2005 Año de publicación: 2005 Autor corporativo: UNESCO New Delhi UNESCO has taken a commendable initiative in promoting peace education. It has generated some important literature and educational material on peace education. ‘Learning the Way of Peace: A Teacher’s Guide to Peace Education’ is a pioneering work. It is because of UNESCO’s initiative that this material on peace education for teacher education has been developed. It would be useful to read this document in conjunction with “Learning the Way of Peace.” Éducation à la Paix: cadre pour la formation des enseignants 2005 Año de publicación: 2005 Autor corporativo: UNESCO New Delhi L'UNESCO a pris une initiative louable dans la promotion de l'éducation de la paix. Il a généré une certaine littérature importante et du matériel éducatif sur l'éducation de la paix. «Apprendre la Voie de la Paix: Guide de l'Enseignant à l'Éducation de la Paix» est un travail de pionnier. Il est à cause de l'initiative de l'UNESCO que ce matériel sur l'éducation de la paix pour la formation des enseignants a été mis au point. Il serait utile de lire ce document en collaboration avec «Apprendre le Chemin de la Paix. » 
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. 
Textbooks for Sustainable Development: A Guide to Embedding Año de publicación: 2017 Autor corporativo: UNESCO | Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This guidebook introduces the approach of embedding education for sustainable development into core subjects, building on the German initiative as well as consolidating other existing efforts. This ambitious work began when the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), with support from Engagement Global gGmbH, brought together 30 international experts in mathematics, sciences, languages, geography and education for sustainable development in Bangalore, India, in June 2016. These experts co-drafted this guidebook. This publication is designed as a guide for stakeholders in textbook development – education ministries, national curriculum authorities, textbook writers and publishers – to help them produce a new generation of textbooks. Such textbooks will make a clear departure from the mechanistic transmission of information and procedural knowledge devoid of meaning and contextual relevance. They will also advocate a new vision of learning and contribute to fostering young people’s competencies and capabilities to shape more peaceful and sustainable societies. Competencies such as critical and systemic thinking, appreciation of diversity, empathy and commitment to change are the key goals of this ambitious publication. Учебные пособия по устойчивому развитию. Руководство по внедрению Año de publicación: 2017 Autor corporativo: UNESCO | Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Данное руководство представляет подход по внедрению образования для устойчивого развития в учебные дисциплины, основываясь на опыте Германии, а также объединяя другие существующие усилия. В июне 2016 года Институт Махатмы Ганди по образованию в интересах мира и устойчивого развития ЮНЕСКО, при поддержке Engagement Global gGmbH, собрал в г. Бангалор, Индия, 30 международных экспертов по математике, естественным наукам, языкам, географии и образованию для устойчивого развития. Эти эксперты участвовали в разработке данного руководства.Данная публикация разработана в качестве руководства для заинтересованных сторон – министерств образования, органов, разрабатывающих государственные образовательные стандарты и учебные планы, авторов и издателей учебников в помощь и поддержку в создании ими учебных материалов нового поколения. Такие учебники станут очевидным отступлением от механической передачи информации и методических знаний, лишенных смысла и контекстуальной значимости. Они также поддержат новое видение обучения и будут способствовать укреплению компетенции и возможностей молодежи в создании более мирных и устойчивых обществ. Ключевыми целями этого амбициозного руководства являются развитие таких компетенции, как критическое и систематическое мышление, правильное восприятие разнообразия, сопереживание и приверженность изменениям.