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تعليم اللاجئين السوريين: إدارة الازمة في تركيا ولبنان والأردن Année de publication: 2015 Auteur: Shelly Culbertson | Louay Constant Auteur institutionnel: RAND Corporation مع وجود أربعة ملايين لاجئ سوري اعتبارًا من سبتمبر 2015 ، هناك حاجة ملحة لتطوير مناهج قصيرة وطويلة الأجل لتوفير التعليم لأطفال هذه الفئة من السكان. يستعرض هذا التقرير تعليم اللاجئين السوريين للأطفال في البلدان الثلاثة المجاورة التي تضم أكبر عدد من اللاجئين - تركيا ولبنان والأردن - ويحلل أربعة مجالات: الوصول والإدارة والمجتمع والجودة. وتشمل آثار السياسة إعطاء الأولوية للحاجة الملحة لزيادة فرص الحصول على التعليم بين اللاجئين ؛ الانتقال من استجابة إنسانية قصيرة المدى إلى استجابة إنمائية طويلة المدى ؛ الاستثمار في كل من قدرة الحكومة على توفير التعليم وفي البدائل الرسمية عالية الجودة لأنظمة المدارس العامة ؛ تحسين البيانات لدعم صنع القرار ؛ تطوير استراتيجية تداولية حول كيفية دمج أو فصل الأطفال السوريين وأطفال الدول المضيفة في المدارس لتعزيز التماسك الاجتماعي ؛ الحد من عمالة الأطفال وتمكين التعليم من خلال وضع سياسات توظيف للبالغين ؛ وتنفيذ خطوات معينة لتحسين جودة التعليم لكل من اللاجئين والمواطنين. 
Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents Année de publication: 2019 Auteur: Vaccari, Victoria | Gardinier, Meg P. Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4–Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence. Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future. Education of Syrian Refugee Children: Managing the Crisis in Turkey, Lebanon, and Jordan Année de publication: 2015 Auteur: Shelly Culbertson | Louay Constant Auteur institutionnel: RAND Corporation With four million Syrian refugees as of September 2015, there is urgent need to develop both short-term and long-term approaches to providing education for the children of this population. This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees — Turkey, Lebanon, and Jordan — and analyzes four areas: access, management, society, and quality. Policy implications include prioritizing the urgent need to increase access to education among refugees; transitioning from a short-term humanitarian response to a longer-term development response; investing in both government capacity to provide education and in formal, quality alternatives to the public school systems; improving data in support of decisionmaking; developing a deliberative strategy about how to integrate or separate Syrian and host-country children in schools to promote social cohesion; limiting child labor and enabling education by creating employment policies for adults; and implementing particular steps to improve quality of education for both refugees and citizens. 
How to Develop Solidarity Service-Learning Projects: Manual for Various Educational Levels and Non-formal Education Année de publication: 2024 Auteur: María Nieves Tapia Auteur institutionnel: Latin American Center for Service-Learning (CLAYSS) The publication presents the concept and practice of solidarity-based service-learning (SLL) focusing on its implementation in Uruguay from a Latin American perspective. With this approach, throughout its 88 pages it explores local applications and compares experiences from other regions, providing a broad and enriching view of this methodology. Solidarity-based service-learning is a recommended pedagogical strategy to face the educational challenges of the 21st century. According to the Delors report (1996), this methodology is aligned with the four pillars of education: learning to be, learning to learn, learning to do and learning to live together. The manual details how SLL projects can be a powerful tool for social change. Cómo desarrollar proyectos de aprendizaje-servicio solidario: Manual para los diversos niveles educativos y la educación no formal Année de publication: 2024 Auteur: María Nieves Tapia Auteur institutionnel: Latin American Center for Service-Learning (CLAYSS) La publicación presenta el concepto y la práctica del aprendizaje y servicio solidario (AySS) centrándose en su implementación en Uruguay con una perspectiva latinoamericana. Con este enfoque, a lo largo de sus 88 páginas explora las aplicaciones locales y compara experiencias de otras regiones, proporcionando una visión amplia y enriquecedora de esta metodología. El aprendizaje-servicio solidario es una estrategia pedagógica recomendada para enfrentar los desafíos educativos del siglo XXI. Según el informe Delors (1996), esta metodología está alineada con los cuatro pilares de la educación: aprender a ser, aprender a aprender, aprender a hacer y aprender a vivir juntos. El manual detalla cómo los proyectos de AySS pueden ser una herramienta poderosa para el cambio social. 
Communication Strategy and Addressing the Phenomenon of Child Abduction in Algeria Année de publication: 2023 Auteur: Saeed Abdul Razzaq The study aimed to identify the role of the communication strategy in treating one of the communication strategy of the General Directorate of National Security in the process of protecting children, and the role of various communication tools and activities in treating and reducing the phenomenon of abduction of children in Algeria . We found that the communication strategy of the Directorate General of National Security plays an important role in the process of reducing the risk of child abduction in Algeria through the preventive communication strategy aimed at protecting children from abduction. الاستراتيجية الاتصالية ومعالجة ظاهرة اختطاف الأطفال في الجزائر Année de publication: 2023 Auteur: Saeed Abdul Razzaq هدفت الدراسة إلى معرفة دور الاستراتيجية الاتصالية في معالجة احدى الظواهر الاجتماعية المتمثلة في ظاهرة اختطاف الأطفال في الجزائر، من خلال عرض الاستراتيجية الاتصالية الخاصة بالمديرية العامة للأمن الوطني في عملية حماية الأطفال، ودور الوسائل والأنشطة الاتصالية المختلفة في معالجة والحد من ظاهرة اختطاف الأطفال في الجزائر. وقد وتوصلنا من خلال دراستنا أن للاستراتيجية الاتصالية للمديرية العامة للأمن الوطني دور مهم في عملية الحد من خطورة ظاهرة اختطاف الأطفال في الجزائر عبر الاستراتيجية الاتصالية الوقائية التي تهدف لحماية الأطفال من الاختطاف. 
Beyond commitments 2019: how countries implement SDG 4 Année de publication: 2019 Auteur institutionnel: Global Education Monitoring Report Team Almost one-third of the time set to achieve the Sustainable Development Goals (SDGs) has elapsed. The 2019 High-level Political Forum (HLPF), the global SDG follow-up and review mechanism, represents a major stock-taking moment for countries, especially as regards SDG 4, the education goal, which is being reviewed for the first time. The international community relies primarily on quantitative measures to assess progress towards the SDGs. Acompanion publication by the UNESCO Institute for Statistics and the Global Education Monitoring Report for the 2019 HLPF, titled ‘Meeting commitments: Are countries on track to achieve SDG 4?’, shows that there are major challenges ahead. But increasingly, member states demand more than quantitative information. They ask for guidance on how to respond when their education systems do not reach their targets. To respond to this demand, this publication has the following purposes: Understand countries’ perceptions of SDG 4 based on responses to a questionnaire prepared for this publication, which asked countries to report on their flagship SDG 4 policies Distil those perceptions into a framework of the types of national policies that are best aligned with SDG 4 and whose implementation should be monitored Communicate the framework succinctly and provide a complementary input for the review of SDG 4 at the 2019 HLPF Provide an opportunity for countries to engage in dialogue on how they approach SDG 4. An analysis of the questionnaires submitted by 72 governments shows that most countries refer to SDG 4 as a framework in which they place their education planning. A core recommendation is that countries should align their education plans and policies with their international commitments. 
Meeting commitments: are countries on track to achieve SDG 4? Année de publication: 2019 Auteur institutionnel: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) The world is a third of the way towards the deadline of the 2030 Agenda for Sustainable Development, which includes the fourth Sustainable Development Goal on education, SDG 4. But it is behind on its commitments. This joint publication by the UNESCO Institute for Statistics and the Global Education Monitoring Report for the 2019 High-level Political Forum on Sustainable Development captures concisely how far the world is from achieving its education targets. This is the year that the generation of students that should finish secondary school by 2030 should be entering school for the first time. Yet, in low-income countries, only 60% of children complete primary school, while in some regions the percentage of students who achieve minimum proficiency in reading is even falling. There is no denying that the world is off track. It is time to put an end to complacency. The international community relies on data to report on the SDG 4 monitoring framework to assess progress. While clear improvements have been made in data collection, data gaps remain a major concern. This publication makes a call for countries and their international development partners to coordinate and finance the collection of data to monitor and deliver on SDG 4. Respecter les engagements: les pays sont-ils en bonne voie d'atteindre l'ODD 4? Année de publication: 2019 Auteur institutionnel: Global Education Monitoring Report Team | UNESCO Institute for Statistics (UIS) Le monde a parcouru un tiers du chemin vers l’échéance de l’Agenda de développement durable 2030, qui inclut le quatrième Objectif de développement durable (ODD 4), mais il est en retard sur la réalisation de ses engagements. Cette publication conjointe de l’Institut de statistique de l’UNESCO et du Rapport mondial de suivi sur l’éducation pour le Forum politique de haut niveau sur le développement durable 2019 expose de manière concise le retard dans la réalisation des cibles de l’éducation. Cette année est celle où la génération d’élèves qui terminera l’enseignement secondaire d’ici 2030 doit commencer l’école pour la toute première fois. Pourtant, dans les pays à revenu faible, seuls 60 % des enfants achèvent l’enseignement primaire, tandis que dans certaines régions, le pourcentage d’élèves qui possèdent les compétences minimales en lecture est même en baisse. On ne peut nier le fait que le monde est en retard. Il est temps de cesser ce laxisme. La communauté internationale dépend des données pour établir les rapports sur le cadre de suivi de l’ODD 4 afin d’évaluer les progrès accomplis. Des améliorations ont clairement été accomplies en matière de collecte de données mais les déficits de données demeurent une préoccupation majeure. Cette publication exhorte les pays et leurs partenaires internationaux du développement à coordonner et à financer la collecte de données pour suivre et réaliser l’ODD 4.