Ressources
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Teaching and Learning about Child Rights: A Study of Implementation in 26 Countries Année de publication: 2015 Auteur: Lee Jerome | Lesley Emerson | Laura Lundy | Karen Orr Auteur institutionnel: Queen’s University Belfast | United Nations Children's Fund (UNICEF) This research contributes to the global debate on child rights education (CRE). It explores implementation of CRE in early childhood education, primary and secondary schools in 26 countries with a UNICEF National Committee presence. It includes a literature review, results from an on-line survey completed by national experts, seven country case studies and a series of benchmarking statements for CRE implementation. 
Well-Being and Safety of Women: OSCE-Led Survey on Violence Against Women Année de publication: 2019 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) This report presents the cross-regional, comparable findings of the OSCE-led Survey on the Well-being and Safety of Women, which was implemented in 2018 in Albania, Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia, Moldova3 and Ukraine. The research was also conducted in Kosovo.The OSCE-led survey included a quantitative and qualitative component and was undertaken with the goal of providing comparable data on different forms of violence women experience in their childhood and throughout the course of their lives. The research examined violence that women experience in conflict and non-conflict settings, as well as the impact violence has on women, including its lasting consequences. Questions on norms and attitudes connected to violence against women were asked to better understand the underlying causes of violence.The area covered by this research is diverse and has different historical, social and economic contexts. Rather than focusing on the findings from particular locations, the report aims to provide an overview of women’s experiences and to highlight the issues – often similar – that persist and continue to hamper the well-being and safety of women throughout the area covered by the research. 
When Mandela Danced in the Square: Lessons for Young Citizens from the Scottish Anti-Apartheid Movement Année de publication: 2020 Auteur institutionnel: West of Scotland Development Education Centre (WOSDEC) | Nelson Mandela Scottish Memorial Foundation This resource aims to understand the context of apartheid South Africa, the life of Nelson Mandela and the connections to the Scottish anti-apartheid movement. The activities in this resource support second and third level learners within Scotland's Curriculum for Excellence to explore Scotland’s connection with Nelson Mandela and feel empowered to take action on issues of importance to them today. 
Teaching about Climate Change in Irish Primary Schools Année de publication: 2017 Auteur: Fionnuala Flynn Auteur institutionnel: Trocaire | Centre for Human Rights and Citizenship Education (CHRCE) | Global Schools This resource is a useful and practical tool for educators and policy makers on climate change education that puts forward a whole school approach. It sets out some of the key elements of climate change education and offers practical tips and tools for teachers and schools. 
Curriculum development and review for democratic citizenship and human rights education Année de publication: 2015 Auteur: Felisa Tibbitts Auteur institutionnel: Council of Europe Education for democratic citizenship and human rights education (EDC/HRE) are educational areas that contribute fundamentally to our ability to live together in communities, in countries and as neighbours across national borders. They also help to enable a flourishing global community. The wider aim of EDC/HRE is the establishment of sustainable and participative forms of democracy based on respect for human rights and good governance. As such, EDC/HRE is a public good and an ongoing investment for producing societies characterised by human rights principles such as non-discrimination, inclusion and participation, and the rule of law. The central purpose of this resource is to support the development of education policies and curricula in schools that support and promote young people’s participation in democratic life. As such, EDC/HRE is inevitably in an ongoing state of development and review. This resource aims to support the work of education leaders and curriculum developers in integrating EDC/HRE within curriculum systems and to encourage the engagement of stakeholders in supporting such efforts. 
David Livingstone: Global Citizen Année de publication: 2015 Auteur: Kate Simpson | Megan Ward Auteur institutionnel: Livingstone Online This material urges students to explore the term global citizenship and what it means to them. Students can use Livingstone’s letter to practice their deep reading skills, finding out what the letter reveals about nineteenth-century perspectives on global life. 
Pour vivre ensemble à 10 milliards, changeons l’éducation: Manifeste pour une éducation à la citoyenneté planétaire Auteur institutionnel: Le collectif Paris-éducation 2015 | Les Amis de Circée 2050, c’est demain. Nos enfants et petits-enfants seront alors, sans doute, 10 milliards sur la Terre. D’ici là, quelles que soient les décisions qui seront prises par les gouvernants et les engagements de millions de citoyens dans le monde, la température du globe aura monté, comme le niveau des océans. Selon ce que notre génération aura entrepris plus ou moins résolument pour réduire nos émissions de CO2, ce sera entre 2° C ou 4° C à l’horizon 2100, voire davantage. Il faudra donc, de toute façon, vivre autrement. Face à l’ampleur, l’urgence, la diversité et la complexité des problématiques engendrées par le modèle de développement de nos sociétés contemporaines, nous sommes donc obligés, dans l’urgence, de nous pencher sur les questions d’éducation et de formation des générations futures qui devront affronter des réalités biophysiques, économiques et politiques inédites, dont nous commençons à peine à entrevoir l’ampleur. Ce qui est dès lors en jeu, avec l’avenir de l’homme et de la Terre, c’est l’humain, ce qu’il deviendra, ce qu’il sera capable de porter comme projet pour l’humanité. Quelles qualités d’humains devons-nous faire advenir pour que ces réalités inédites puissent être rencontrées demain, sans que l’humanité bascule dans la violence et le dépeçage égoïste de la planète? Quels enfants voulons-nous laisser à notre Terre?Cette urgence impose un changement d’échelle dans la transformation des systèmes éducatifs, des contenus et des méthodes d’enseignement. Malgré la volonté et la compétence de nombreux acteurs de l’école, force est de constater que les actions menées pour une éducation plus en cohérence avec les enjeux climatiques et, plus largement, sociétaux restent à la marge. Elles sont réalisées par des individus clairvoyants. Il est temps d’enclencher la vitesse supérieure. 
Education about the Holocaust and Preventing Genocide: A Policy Guide Année de publication: 2017 Auteur institutionnel: UNESCO This Guide provides policy-makers with solutions to introduce education about the Holocaust, and possibly broader education about genocide and mass atrocities, into education systems and curricula. It is the first of its kind, focusing on matters that are relevant to policy, rather than on teaching practices alone.The publication addresses a wide range of essential questions, including: Why teach about the Holocaust? What learning outcomes can be expected from such educational endeavours? How do they relate to global education priorities? How to introduce the subject in the curriculum, train teachers, promote the most relevant pedagogies, and work with the non-formal sector of education?Based on UNESCO’s Global Citizenship Education work, the Guide draws on years of research and experience in the fields of Holocaust and genocide education. Numerous academics, educators and other experts offered insights and suggestions throughout the process. Multiple Holocaust and genocide related organizations – including the United States Holocaust Memorial Museum – contributed to the content. This creation benefited from the time and expertise of many. This Guide raises challenging questions for education stakeholders. It also provides concrete solutions regarding how educators can deal with deeply troubling histories, to build a better future for all. Educación sobre el Holocausto y la prevención del genocidio: Una guía para la formulación de políticas Année de publication: 2017 Auteur institutionnel: UNESCO La presente guía proporciona a los responsables de la formulación de políticas diversas soluciones para la introducción de la educación sobre el Holocausto, y posiblemente una educación más amplia sobre el genocidio y las atrocidades masivas, en los sistemas educativos y los planes de estudios. Es la primera obra de este tipo, al hacer hincapié en asuntos que atañen a las políticas, más que en la mera enseñanza de las prácticas. En la publicación se aborda una amplia gama de cuestiones, entre las que figuran: ¿Por qué conviene impartir enseñanza sobre el Holocausto? ¿Qué resultados de aprendizaje cabe esperar de estas iniciativas educativas? ¿Cuál es su relación con las prioridades educativas a escala global? ¿Cómo introducir el tema en los planes de estudios, formar a los profesores, promover las pedagogías más pertinentes, y trabajar con el sector no formal de la educación? 
유럽 개발교육 혁신공모전 수상작 모음집 Année de publication: 2019 Auteur institutionnel: KOICA ODA 교육원 GENE(유럽 개발교육 네트워크)은 개발교육 혁신공모전을 통해 개발교육 혁신 사례를 시상하고 널리 알린다. 본 공모전은 긍정적 변화를 촉진하고 사람들이 자신이 사는 지역은 물론 전 세계가 마주한 현실에 눈과 마음을 열게 만드는 개발교육 프로젝트를 시상한다. 개발교육 혁신공모전은 창의성, 참여, 실천, 시너지, 혁신을 통해 변화를 현실화하는 개발교육, 궁극적으로 공공정책에 영향을 줄 수 있는 개발교육을 장려한다.2017년과 2018년의 개발교육 혁신공모전은 해당 연도 기준으로 진행 중이거나 막 끝난 유럽 내 개발교육 프로젝트들을 집중 조명한다. 본 공모전에는 혁신의 모범 사례이면서 그 과정에서 얻은 교훈을 유럽 전역의 정책결정자들에게 전파할 수 있는 이니셔티브들이 선정되었다.GENE은 개발교육 혁신공모전을 통해 유럽의 개발교육 프로그램들로부터 교훈과 반성의 기회를 얻는 데 기여하고자 한다. 다양한 접근법과 배경을 고려해 선정된 이니셔티브들이 개발교육의 기금 후원자 및 정책 개발자들에게 새로운 사고, 창의성, 영감의 기회가 되기를 희망한다.