Ressources
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Refugee Education: The Crossroads of Globalization (Educational Researcher; vol. 45, no. 9) Année de publication: 2016 Auteur: Sarah Dryden-Peterson Auteur institutionnel: Harvard University In this article, the author probes a question at the core of comparative education – how to realize the right to education for all and ensure opportunities to use that education for future participation in society. She does so thorough examination of refugee education from World War II to the present, including analysis of an original dataset of documents (n=214) and semi-structured interviews (n=208). The data illuminate how refugee children are caught between the global promise of universal human rights, the definition of citizenship rights within nation-states, and the realization of these sets of rights in everyday practices. 
Preparing Our Youth for an Inclusive and Sustainable World: The OECD PISA Global Competence Framework Année de publication: 2018 Auteur institutionnel: Organisation for Economic Co-operation and Development (OECD) OECD Programme for International Student Assessment (PISA), the global yardstick for educational success, includes global competence in its metrics for quality, equity and effectiveness in education. The global competence assessment in PISA 2018 is composed of two parts: a cognitive assessment and a background questionnaire. The cognitive assessment is designed to elicit students' capacities to critically examine global issues; recognise outside influences on perspectives and world views; understand how to communicate with others in intercultural contexts; and identify and compare different courses of action to address global and intercultural issues. In the background questionnaire, students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; to what extent they hold certain attitudes, such as respect for people from different cultural backgrounds; and what opportunities they have at school to develop global competence. Answers to the school and teacher questionnaires will provide a comparative picture of how education systems are integrating global, international and intercultural perspectives throughout the curriculum and in classroom activities. 
Conocimientos locales, objetivos globales Année de publication: 2017 Auteur: Douglas Nakashima | Jennifer Rubis | Peter Bates | Bárbara Ávila Auteur institutionnel: UNESCO Los conocimientos locales e indígenas se refieren a las concepciones, habilidades y filosofías que las sociedades han desarrollado a lo largo de generaciones y de una larga interacción con su entorno natural. Para los pueblos rurales e indígenas, los conocimientos locales orientan la toma de decisiones sobre aspectos fundamentales de la vida cotidiana. Estos conocimientos forman parte integrante de un complejo cultural que incluye el idioma, los sistemas de clasificación, las prácticas relacionadas con el uso de los recursos, las interacciones sociales, los rituales y la espiritualidad. Estas formas de conocimiento excepcionales son elementos importantes de la diversidad cultural mundial, y contribuyen a la ejecución de la Agenda 2030 y el Acuerdo de París. Savoirs locaux, objectifs globaux Année de publication: 2017 Auteur: Douglas Nakashima | Jennifer Rubis | Peter Bates | Bárbara Ávila Auteur institutionnel: UNESCO Les savoirs locaux et autochtones font référence aux connaissances, compétences et philosophies développées par des sociétés interagissant depuis de multiples générations avec leur environnement naturel. Pour les populations rurales et autochtones, les savoirs locaux aident à la prise de décision autour d’aspects fondamentaux de la vie quotidienne. Ces savoirs font partie intégrante d’un complexe culturel qui comprend la langue, des systèmes de classification, des pratiques liées à l’utilisation des ressources, des interactions sociales, des rituels et la spiritualité. Ces modes de savoirs uniques sont des composantes importantes de la diversité culturelle mondiale, et contribuent à la réalisation de l’Agenda 2030 et l’Accord de Paris. 
Rethinking Learning: A Review of Social and Emotional Learning for Education Systems Année de publication: 2020 Auteur: Nandini Chatterjee Singh | Anantha Duraiappah Auteur institutionnel: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This publication titled ‘Rethinking Learning: A Review of Social and Emotional Learning for Education Systems’, published by the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) reviews the latest research on Social and Emotional Learning (SEL), its impact on student health and school climate and its transformative role in building happier classrooms. It seeks to inform and impress upon Member States the urgent need to mainstream social and emotional learning in education systems. 
Youth Report 2020: Inclusion and Education; All Means All Année de publication: 2020 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team This Youth Report is designed to help you learn about the social, economic and cultural factors that cause vulnerable children, youth and adults to be discriminated against and marginalized in education. It tells the stories of the people who fight to ensure that everyone is included in education, and of those who fought to uphold their own right to education. It brings to life the recommendations of the 2020 Global Education Monitoring Report: Inclusion and education: All means all and calls on youth and teachers to share and discuss the stories and messages, to use them in campaigns and as a teaching tool in class. An open letter to education ministers is included calling, for education systems to be built back more inclusive after the school closures during Covid-19. 
No Poverty: Educational Resource for Teachers and Facilitators Année de publication: 2017 Auteur institutionnel: Concern Worldwide No Poverty – Educational resource for teachers and facilitators contains activities, statistics and information to explore the extent of poverty in the world, it’s causes and consequences as well as the aims of the sustainable development goals which aspire to address this issue. The booklet includes statistics, three activities complete with resources ready to photocopy and key terminology. 
Educación para la ciudadanía y la convivencia: sintiendo y pensando; ciclo uno (primero y segundo) Année de publication: 2014 Auteur institutionnel: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education. 
Ensuring High Quality Primary Education for Children from Mobile Populations: A Desk Study Année de publication: 2017 Auteur: Stephanie Bengtsson | Caroline Dyer Auteur institutionnel: Educate A Child (EAC) | German Federal Ministry for Economic Cooperation and Development (GIZ) This study focuses on provision for primary school-aged children amongst communities of refugees and Internally Displaced People (IDPs), mobile pastoralists and seasonally migrating workers. For refugee and IDP children, policy, coordination and implementation challenges include: inconsistent ratification and enforcement of conventions and agreements protecting refugees and IDPs; the disproportionate impact of forced displacement on low and middle income countries (LMICs); the lack of a shared agenda among a wide range of stakeholders with differing mandates; and inadequate forced displacement terminology. Promising and emerging policy, coordination and implementation strategies include: expanding existing rights documents and agreements and building policy from the ground up; enshrining forcibly displaced people’s rights to education in national laws and policy; genuine engagement with affected communities; utilising the Education Cluster and other existing multi-stakeholder networks for knowledge sharing and collaboration; and collaborating across sectors to address the needs of the whole child. Financing challenges include: unpredictable and low funding for refugee and IDP education; weak capacity to absorb funds at the national and local level; an over-reliance on short-term financing mechanisms; donor dependence and a lack of funding sustainability; and inappropriate distribution of funds within education programming. 
Education for Global Citizenship Année de publication: 2012 Auteur institutionnel: Education Above All (Qatar) This book shows that transformative education for local, national and global citizenship and peace can be implemented even under difficult conditions if there is a policy commitment to do so. Authors have provided examples and lessons learned from their own experiences as eminent practitioners in the field. The book is divided into three parts: Part One provides a brief overview of education for global citizenship; including in chapter 1, the subject matter and sub-themes; in chapter 2 the challenges of teaching for personal values and behavior development; and in chapter 3 the importance of having a clearly defined and holistic policy accepted by key stakeholders, and effective implementation.Part Two comprises chapters contributed by practitioners and specialists. Section A of Part Two presents some reflections on the challenges of teaching for values development and behavior change, and on the use of textbooks in this regard. Section B comprises four case studies that focus on or include education for citizenship and civics. Section C presents three cases focused on education for peace, together with a review of peace education in Muslim societies. Section D introduces human rights education and education designed to explore humanitarian law. Section E reviews problems of and possibilities for teaching about a conflictual past. Section F focuses on the development of national and international policy and planning for education to be supportive of peacebuilding and of respect for human rights.Finally, Part Three offers some recommendations for future action