Ressources
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Debra Année de publication: 2020 Auteur institutionnel: Îles de Paix Debra, a young girl in Uganda, talks about her life, her family, her village and her daily life. She talks about school and her desire to continue her education. It also presents the life of farmers which is very important on many levels for the whole community. Debra Année de publication: 2020 Auteur institutionnel: Îles de Paix Debra, une jeune fille en Uganda, parle de sa vie, sa famille, son village et sa vie quotidienne. Elle parle de l’école et son désir de poursuivre ses études. Elle présente également la vie d’agriculteurs qui est très importante à plusieurs niveaux pour toute la communauté. 
5-year progress review of SDG 4 – Education 2030 in Asia-Pacific Année de publication: 2021 Auteur institutionnel: UNESCO Bangkok | United Nations Children's Fund (UNICEF) This report documents progress made towards the achievement of SDG 4 in the Asia-Pacific region since the ambitious vision for Education 2030 was set in 2015. It analyses the regional context, challenges and opportunities, and provides policy recommendations through the lens of the overarching themes of equity and inclusion, while also considering the impact of the COVID-19 pandemic. 
Gender Training Manual: INEE Guidance Note on Gender; Gender Equality in and Through Education Année de publication: 2021 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) This training manual outlines 4-8 hours of training activities and materials related to gender-responsive education in emergencies. These training materials include guidance for facilitators (including key concepts, activity instructions, and discussion guides), presentation slides, and activity handouts for participants. Facilitators are encouraged to first review the instructions prior to training, which provides guidance for contextualization of the training resources. 
Building Kinder Brains Année de publication: 2021 Auteur: Nandini Chatterjee Singh | Anantha Kumar Duraiappah Auteur institutionnel: 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 Année de publication: 2018 Auteur: Marilee Bresciani Ludvik | Tonya Lea Eberhart Auteur institutionnel: 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. 
Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills Année de publication: 2021 Auteur: Marta Encinas-Martin | Eva Feron | Francesco Avvisati | Marco Paccagnella | Javier Suárez-Alvarez | Michelle Cherian Auteur institutionnel: Organisation for Economic Co-operation and Development (OECD) Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens.The benefits of developing children’s social‐emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well‐functioning society. The OECD’s Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students’ social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio‐economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills. 
The Media Monsters: A Media Literacy Lesson Plan for Grade 3-5 Educators Année de publication: 2021 Auteur institutionnel: National Association for Media Literacy Education (NAMLE) | Makefully Studios In response to the increasing amount of media children are exposed to on a regular basis, the National Association for Media Literacy Education (NAMLE) and Makefully Studios are teaming up to provide educators with unique content that will inspire relevant, rich, and age-appropriate discussion in their classrooms about how we all consume and interact with different types of media. Using this lesson plan, students will begin to identify, reflect and recognize behaviors and media practices in themselves, and identify the media literacy skills needed to improve the ways they engage with media and think critically about the media messages around them. 
Media Literacy Auteur: Sarah Firth Auteur institutionnel: Museum of Australian Democracy at Old Parliament House This infographic helps hook students into reflecting and considering a range of questions and information about media literacy. 
Écoles démocratiques: l'alternative radicale? Année de publication: 2017 Auteur institutionnel: EduKey Il s'agit d'une école où les enfants sont à égalité avec les adultes pour décider des règlements et les activités pour créer une école démocratique.