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SDG 4 Data Book: Global Education Indicators 2018 Année de publication: 2018 Auteur institutionnel: UNESCO Institute for Statistics (UIS) This publication presents the global monitoring indicators used by countries and the international development community to monitor progress towards Sustainable Development Goal 4 (SDG 4) on education. The indicators were produced by the UNESCO Institute for Statistics (UIS), based on the latest available data.The UIS is the official source of internationally-comparable education data and the custodian agency for SDG 4 data.This mandate reflects the trust of the international community in UIS data and its proven track record in methodological work and standard-setting with national statistical offices, line ministries and technical partners in every region.This publication presents a snapshot of the data used to monitor progress towards the global education goal and targets. It complements the UIS Quick Guide to Education Indicators for SDG 4, which provides more detailed information on the development, interpretation and use of the indicators. 
Digital Pedagogies for Building Peaceful & Sustainable Societies (The Blue Dot Issue 8, 2018) Année de publication: 2018 Auteur institutionnel: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In this issue of The Blue Dot (Digital Pedagogies for Building Peaceful and Sustainable Societies), some of the most prominent experts in the field of digital pedagogies share with us their views and perspectives in the growing field for education. Foreword by the visionary Chief Minister, Honourable Nara Shri Chandrababu Naidu of the State of Andhra Pradesh, India, pretty much lays the ground for the future of EdTech and the way he sees its role in his state as well as for the global community. The second foreword by the Global Head of Education, Unity Technologies, one of the world’s largest provider of game engines, demonstrates the willingness of the private sector to engage with educators to provide the platform to develop learners as creative explorers. 
What World Do You Want in 2030?: A Lesson for Anyone to Introduce the Global Goals Année de publication: 2018 Auteur institutionnel: World’s Largest Lesson MaterialsBlank stickers/paper, 2 different sets of coloured card, stickers/marbles/stones/biscuits/sweets (multiple small objects that can be given to students), plain blank large paper (enough for students to work on in small groups) felt tips/coloured pencils (enough for each group to have a selection), Global Goals pledge cards - one for each student. Learning outcomesStudents will:• Understand the interdependence of the Global Goals• Draw connections between the Global Goals and their own lives• Design their own vision of a Global Goals country• Synthesize information and declare a personal pledge to take action for the Global Goals. 
Jane Goodall's Roots & Shoots: A Starter Toolkit for Educators Année de publication: 2016 Auteur institutionnel: Jane Goodall Institute of Canada This toolkit (Jane Goodall's Roots and Shoots) is designed to assist you as you guide young people on their Roots & Shoots journey. Whether you’re an educator, parent or trusted adult, you’ll find something useful to inspire the youth around you to make a positive difference for people, animals and the environment we all share.Jane Goodall’s Roots & Shoots is humanitarian and environmental education and youth empowerment program of the Jane Goodall Institute and is active in 87 countries. The program inspires and prepares young people to become compassionate conservation leaders who are globally mindful and locally active by guiding them through youth-led, community projects that help people, other animals and the environment. This toolkit will help educators or parents looking to inspire young people to make a positive difference in the community or young people wanting to lead the change themselves. 
Everyone Can Be a Goalkeeper! Auteur institutionnel: World’s Largest Lesson Learning Outcomes• Students will understand what makes a Goalkeeper for the Global Goals• Students will identify and understand the skills and knowledge they already possess to contribute to the Global Goals.• Students will learn to justify their opinions Resources This lesson can be done with or without internet access.With Internet access: Camera or camera phones/laptops/ipads to upload photos of students to the Goalkeeper Me app.Without internet access: Pens, paints, materials for a collage, mirrors and the Goalkeeper Portrait activity sheet. Wider Context of the Lesson PlanThis lesson plan aims to instil in students the belief that everyone has the potential to be a Goalkeeper and to take action for the Sustainable Development Goals (Global Goals). By understanding everyone needs to be involved in the achievement of the Goals, students will identify and appreciate the different skills of all individuals, as well as themselves. This lesson plan links to the key criteria of the 2018 OECD Pisa Assessment framework: Global Competence.Described as “the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective wellbeing and sustainable development.” 
Assessment of Transversal Competencies: Current Tools in the Asian Region Année de publication: 2019 Auteur: Esther Care | Alvin Vista | Helyn Kim Auteur institutionnel: UNESCO Bangkok | Brookings Institution UNESCO’s Asia-Pacific Regional Bureau for Education has been working on education quality under the name of ‘transversal competencies’ (TVC) since 2013. Many of these competencies have been included in national education policy and curricula of countries in the region, but now the importance accorded them is increasingly gaining attention. As policy makers increasingly require their systems to provide evidence of 21st century skills acquired by their learners, implementation challenges highlight the need for a stronger alignment between curricula, pedagogy and learning assessments. UNESCO Bangkok’s Network on Education Quality Monitoring in the Asia Pacific (NEQMAP) undertook this regional study to examine components within countries’ learning assessments that show how these apply to and can measure transversal competencies. This report provides valuable information on how learning assessments are already capturing TVC and is useful for a broad range of education stakeholders, not only test developers, but also curriculum developers, teacher trainers and teachers. Particularly important is the need to align these skills and competencies across the entire education system. 
Terrorism and religious extremism in Central Asia: problems of perception. Case of Kazakhstan and Kyrgyzstan Année de publication: 2016 Auteur: Anastasiya Reshetnyak Based on the results of a sociological research, the paper presents a comprehensive analysis of public opinion on the problems of securitization of terrorism and religious extremism in modern Kazakhstan and Kyrgyzstan. The publication is addressed to researchers, teachers and students of social and humanitarian faculties, specializing in international relations, political science, sociology, religious studies, as well as employees of government agencies working in relevant areas. Терроризм и религиозный экстремизм в Центральной Азии: проблемы восприятия. Кейс Казахстана и Кыргызстана Année de publication: 2016 Auteur: Anastasiya Reshetnyak В этой статье рассматриваются актуальные проблемы межкультурного диалога в странах Центральной Азии. Особое место отводится Кыргызстану как полиэтническому и поликультурному государству на постсоветском пространстве, у которого, по мнению автора, большие возможности участия в процессе культурной интеграции с соседними и дружественными странами бывшего советского государства. 
UNESCO IICBA: strategic plan Année de publication: 2019 Auteur institutionnel: UNESCO International Institute for Capacity-Building in Africa (IICBA) UNESCO IICBA’s Strategic Plan for 2018-2021 is guided by its mandate and mission to strengthen the capacity of Member States in Africa in teacher policy and development. This work is vital to realizing its vision of an integrated, prosperous and peaceful Africa where everyone has access to qualified, motivated and professionally supported teachers. This plan is supported by a vision for Strategic Partnerships, because UNESCO IICBA recognizes their value in promoting regional and national cooperation in teacher-related issues, and in fostering dialogue on teachers and education. Strategic partnerships have three objectives:Successfully implement UNESCO IICBA’s Strategic Plan 2018-2021 Ensure the efficiency and effectiveness of resource mobilizationStrengthen advocacy, cooperation and coordination mechanisms The Strategic Plan is also supported by a Communication Strategy that covers all of UNESCO IICBA’s programme areas and will support collaboration, coordination and institutional operations. The strategy aims to contribute to effective communication that will:Help to fulfill UNESCO IICBA’s strategic goals and objectivesAmplify the visibility of UNESCO IICBA to its stakeholdersInform partners and donors on implementation progress, and demonstrate UNESCO IICBA’s accountabilityEnsure people understand what UNESCO IICBA represents and doesImprove teachers’ professional image and raise awareness to address teachers’ issues in AfricaKeep UNESCO IICBA team members proud, motivated, innovative and accountable in their tasks 
Dialogue of cultures in integration processes in Central Asia Année de publication: 2017 Auteur: S. Kalimova The article discusses topical problems of intercultural dialogue in the countries of Central Asia. The overall place is given to Kyrgyzstan as a multientic and multicultural state in the post-Soviet space, which in the process of cultural integration with neighbors and friendly countries of the former Soviet Union.