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فيكف مهفت لا تنك اذإ ؟مَّلعتت نأ كل Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. If you don't understand, how can you learn? Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. Si no entiendes, ¿cómo puedes aprender? Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. Comment apprendre, quand on ne comprend pas? Année de publication: 2016 Auteur institutionnel: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 
Teachers Have Their Say: Motivation, Skills and Opportunities to Teach Education for Sustainable Development and Global Citizenship Année de publication: 2021 Auteur institutionnel: UNESCO | Education International (EI) This report examines how ready teachers are to meet the promise of Sustainable Development Goal 4 on Education and Target 4.7, which calls on countries ‘to ensure that all learners acquire the knowledge and skills needed to promote sustainable development’. 
A Review of Education for Sustainable Development and Global Citizenship Education in Teacher Education Année de publication: 2017 Auteur: Douglas Bourn, Frances Hunt, Phil Bamber Auteur institutionnel: University College London. Institute of Education This paper has been produced to inform UNESCO in its preparation for the 2017 Global Education Monitoring Report (GEM) Report. Its purpose is to examine the current preparation of teachers in Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) as outlined in the Sustainable Development Goal (SDG) target 4.7.The literature for this study is based on looking not only at material that makes direct reference to ESD and GCED, but also broader themes that have a potential bearing on these areas such as a sense of global, social and environmental responsibility and a commitment to social justice.In this paper teacher education includes the initial and in-service continuing professional development (CPD) of teachers. 
Sub-regional Policy Review on Teachers, Teaching and the Teaching Profession to Accelerate Achieving SDG4 in Southeast Asian Countries Année de publication: 2022 Auteur: Azlina Abdul Aziz | Kamisah Osman | Khairul Farhah Khairuddin | Meeyoung Choi Auteur institutionnel: UNESCO Jakarta The objectives of this report are to analyse existing national policies related to Teachers, Teaching and the Teaching Profession and examine their implementation in the five UNESCO cluster countries, namely Brunei, Indonesia, Malaysia, the Philippines and Timor-Leste. Eight themes have emerged from the systematic review of literature and they are i) Teacher Standard Competence, ii) Teacher professional Development, iii) Teacher Support, iv) Teaching Quality, v) Formative and Summative Assessment Framework on Teaching, vi) Showcasing and Rewarding Best Teaching Practices, vii) Teacher Professionalism and finally viii) Teacher Career Development. 
Digital Citizenship in Asia-Pacific: Translating Competencies for Teacher Innovation and Student Resilience Année de publication: 2023 Auteur institutionnel: UNESCO Bangkok A digitally-equipped and competent teaching force is crucial for cultivating students' digital citizenship skills. This UNESCO report, consisting of a comprehensive analysis comprising 15 countries in the Asia-Pacific region, unveils compelling evidence pertaining to what factors influence teachers' Information and Communication Technology (ICT) skills and their impact on students’ digital citizenship competencies. Perhaps unsurprisingly, the findings of this report show that students are developing most of their digital citizenship competencies through self-directed learning and outside of school. Nevertheless, teachers still play an important role, particularly in coaching students to use technology safely and effectively. Thus as UNESCO reports, Digital Creativity and Innovation remains relatively underdeveloped in all participating research countries. Additionally, female students tend to benefit more from teachers' guidance and advice, especially in terms of Digital Safety and Resilience. Support for teachers in terms of access to ICT infrastructure and training on ICT and pedagogical skills will contribute towards improving their ability to effectively guide and mentor their students, ultimately leading to better outcomes in terms of digital citizenship competencies. To achieve this, it is important for education systems to develop comprehensive and contextualized approaches to enhance digital citizenship capacities in teachers. Education policymakers and leaders are encouraged to use the 10 recommendations herein as a ‘roadmap’ to ensure that teachers are equipped with the necessary skills and knowledge to effectively integrate digital citizenship education into their teaching practices. This will ultimately help prepare students for the digital world and ensure their safety and well-being online. 
I International Congress: Good Training Practices for the Professional Development of Teachers 2023 Année de publication: 2023 Auteur institutionnel: Chile. Ministry of Education | Organization of Ibero-American States (OEI) This book is the result of the First International Congress of Good Training Practices for the Professional Development of Teachers, held on December 5 and 6, 2023 at the Center for Improvement, Experimentation and Pedagogical Research (CPEIP) of the Ministry of Education of Chile (Mineduc), in conjunction with the Organization of Ibero-American States (OEI). It includes practices for training with a focus on rights and for sustainable development. I Congreso Internacional: Buenas prácticas formativas para el desarrollo profesional docente 2023 Année de publication: 2023 Auteur institutionnel: Chile. Ministry of Education | Organization of Ibero-American States (OEI) Este libro es el resultado del Primer Congreso Internacional de Buenas Prácticas Formativas para el Desarrollo Profesional Docente, desarrollado los días 5 y 6 de diciembre del 2023 en dependencias del Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP) del Ministerio de Educación de Chile (Mineduc), en conjunto con la Organización de Estados Iberoamericanos (OEI). Incluye prácticas para la formación con enfoque de derechos y para el desarrollo sostenible.