Ressources
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Non-formal and Informal Programs and Activities that Promote the Acquisition of Knowledge and Skills in Areas of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) Année de publication: 2016 Auteur: Ashley Stepanek Lockhart Auteur institutionnel: UNESCO This study will examine the nature of, and how, non-formal and informal programs and activities contribute to the acquisition of knowledge and skills for children, adolescents, youth and adults in precise areas of Target 4.7. This will be done by highlighting different definitions, conceptual approaches and history, along with policies of GCED and ESD and non-formal education and informal learning, comparing attempts to operationalize GCED and ESD to indicators for measurement and monitoring and challenges therein, and by identifying relevant sample programs and activities from around the world to analyze and consider using as data sources. How non-formal and informal provision related to GCED and ESD links to formal education will be considered, along with its connection to the larger notion of lifelong learning. 
How Does Education About the Holocaust Advance Global Citizenship Education? Année de publication: 2018 Auteur: E. Doyle Stevick Auteur institutionnel: UNESCO Can education about past genocides shape our understanding of how violence occur in today’s world? Can it foster a sense of belonging to a common humanity and empower young people to become active citizens who work globally for peace and human rights? How does learning about such crimes, which profoundly affect the core dignity of human beings, support the objectives of Global Citizenship Education (GCED), a priority of the 2030 Education Agenda?This paper, commissioned by UNESCO, offers an overview of empirical research on teaching and learning about the Holocaust and how such education may impact leaners’ cognitive, socio-emotional and behavioural skills and competencies. It provides insights for educators on how effective lessons about the Holocaust can meet some of the key expected outcomes of Global Citizenship Education (GCED), such as critical thinking skills, attitudes of empathy and solidarity, and motivation to take action to prevent human rights abuses. 
Developing a Monitoring Instrument to Measure Extracurricular and Non-formal Activities which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) Année de publication: 2016 Auteur: Bassel Akar Auteur institutionnel: UNESCO The goal on Education is 1 of 17 Sustainable Development Goals that comprises a target to ensure all learners around the world have an opportunity to develop the competencies to promote sustainable approaches to living, including appreciating of cultural diversity, non-violence, and gender equality. Extracurricular activities and non-formal education (ENA) provides a non-traditional space for learning global citizenship and sustainable development. Around the world, communities have organized education programs and activities for youth outside school to learn the values and practices of being global citizens. Research shows, however, that most efforts to review and improve ENA for global citizenship and sustainable development have focused on summative evaluations with little attention to formative approaches of monitoring. Drawing on basic principles of action research, sustainable professional development, and education quality enhancement, a monitoring framework emerges to support organizations around the world in measuring progress towards education for global citizenship and sustainable development. This framework also suggests (1) inclusive monitoring spaces like internal reviews and online social networking platforms, (2) roles of stakeholders like donor agencies in institutionalizing monitoring practices, (3) instruments and measurable scales to facilitate dialogues that review program objectives and action plans, and (4) challenges in inclusive and sustainable monitoring tools and approaches. 
[Video] Global Citizenship Education to Prevent Violent Extremism Année de publication: 2016 Auteur institutionnel: UNESCO The UNESCO video on “Global Citizenship Education to prevent violent extremism” explains how education can prevent violent extremism through equipping young people with the skills to dialogue and think critically, and engage meaningfully with others and their communities in order to build peaceful societies. 
Journalism, Fake News & Disinformation: Handbook for Journalism Education and Training Année de publication: 2018 Auteur: Julie Posetti | Cherilyn Ireton | Claire Wardle | Hossein Derakhshan | Alice Matthews | Magda Abu-Fadil | Tom Trewinnard | Fergus Bell | Alexios Mantzarlis Auteur institutionnel: UNESCO This handbook seeks to provide an internationally-relevant model curriculum, open to adoption or adaptation, which responds to the emerging global problem of disinformation that confronts societies in general, and journalism in particular. Serving as a model curriculum, the publication is designed to give journalism educators and trainers a framework and lessons to help students and practitioners of journalism to navigate the issues associated with ‘fake news’.The contents draw together the input of leading international journalism educators, researchers and thinkers who are helping to update journalism method and practice to deal with the challenges of misinformation and disinformation. The lessons are contextual, theoretical and in the case of online verification, extremely practical. Used together as a course, or independently, they can help refresh existing teaching modules or create new offerings.It is part of the “Global Initiative for Excellence in Journalism Education”, which is a focus of UNESCO’s International Programme for the Development of Communication (IPDC). The Initiative seeks to engage with teaching, practising and researching of journalism from a global perspective, including sharing international good practices. 
Rapport mondial de suivi sur l'éducation 2019: Migration, déplacement et éducation: bâtir des ponts, pas des murs Année de publication: 2018 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | Global Education Monitoring Report Team Le Rapport mondial de suivi sur l’éducation 2019 examine l’incidence des migrations et des déplacements sur l’éducation à travers tous les mouvements de population : à l’intérieur et à l’extérieur des frontières, volontaires ou forcés, motivés par l’emploi ou par les études. Le Rapport fait également le point sur les progrès accomplis dans le domaine de l’éducation dans le cadre du Programme de développement durable à l’horizon 2030.Deux nouveaux pactes mondiaux sur les migrants et les réfugiés reconnaissent le rôle de l’éducation et fixent des objectifs conformes à l’engagement pris par la communauté internationale pour que personne ne soit laissé pour compte. Ce Rapport, guide pratique indispensable au service de ces deux pactes, aborde des questions d’ordre politique concernant les migrants saisonniers, le regroupement des écoles rurales, les programmes interculturels, l’intégration des réfugiés aux systèmes éducatifs nationaux, la lutte contre la ségrégation, la reconnaissance des qualifications, le financement ciblé des écoles, le renforcement de l’efficacité de l’aide humanitaire allouée à l’éducation et une formation qui prépare les enseignants à la diversité dans les classes.Ce Rapport invite les pays à considérer l’éducation comme un outil de gestion des migrations et des déplacements et comme une chance pour ceux qui en ont besoin. Informe de seguimiento de la educación en el mundo, 2019: Migración, desplazamientos y educación: construyendo puentes, no muros Année de publication: 2018 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) | Global Education Monitoring Report Team La edición 2019 del Informe de Seguimiento de la Educación en el Mundo examina la incidencia de la migración y los desplazamientos en la educación considerando todos los movimientos de población: dentro y fuera de las fronteras, voluntarios y forzados, con fifines de empleo y de educación. Examina asimismo los progresos realizados con miras a la consecución del objetivo de educación de la Agenda 2030 para el Desarrollo Sostenible.Dos nuevos pactos mundiales sobre los migrantes y refugiados reconocen el papel de la educación y establecen objetivos acordes con el compromiso mundial de no dejar a nadie atrás. Este informe es un conjunto de herramientas vital para la aplicación de estos pactos. Aborda temas de política que abarcan los migrantes estacionales, la concentración de las escuelas rurales, los planes de estudio interculturales, la inclusión de los refugiados en los sistemas educativos nacionales y la lucha contra la segregación, el reconocimiento de las cualifificaciones, la orientación de la fifinanciación escolar a destinos específificos, una ayuda humanitaria más efificaz dedicada a la educación, y la preparación de los docentes para hacer frente a un alumnado de gran diversidad.Este informe exhorta a los países a considerar la educación como una herramienta para gestionar la migración y los desplazamientos y una oportunidad para quienes la necesitan. 全球教育监测报告2019：移徙、流离失所和教育：要搭建桥梁，不要筑起高墙 Année de publication: 2018 Auteur institutionnel: 联合国教科文组织 (UNESCO) | Global Education Monitoring Report Team 2019年《全球教育监测报告》结合各种形式的人口流动情况 （境内和跨境、自愿和强迫、寻找工作和求学深造），深入探讨 了移徙和流离失所问题在教育方面产生的影响。本报告还回顾了 《2030年可持续发展议程》的教育内容取得的进展。关于移民和难民问题的两项新的全球契约承认教育的作用，并依据 “不让任何一个人掉队”的全球承诺制定了目标。本报 告是这两份契约的重要工具包，其中涉及的政策问题包括以下方 面：季节性移徙者的教育；农村学校合并；跨文化课程；将难民 纳入国家教育系统并消除隔离；承认资历；着力解决学校资金问 题；提供更有成效的人道主义教育援助；培养教师学会应对各种 课堂情况。报告呼吁各国将教育作为管理移徙和流离失所问题的工具，并认识到教育为需要这项工具的国家带来了机会。 Global Education Monitoring Report, 2019: Migration, Displacement and Education: Building Bridges, Not Walls Année de publication: 2018 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team The 2019 Global Education Monitoring Report examines the education impact of migration and displacement across all population movements: within and across borders, voluntary and forced, for employment and education. It also reviews progress on education in the 2030 Agenda for Sustainable Development.Two new global compacts on migrants and refugees recognize education’s role and set objectives aligned with the global commitment to leave no one behind. This report is a vital toolkit for these compacts. It covers policy issues that address seasonal migrants, rural school consolidation, intercultural curricula, refugee inclusion in national education systems and elimination of segregation, qualifications recognition, targeting of school funding, more effective humanitarian education aid and teacher preparedness for diverse classrooms in emergency, protracted and “new normal” contexts.The report calls on countries to see education as a tool to manage migration and displacement and an opportunity for those needing one. 
[Summary] Global Education Monitoring Report Summary 2019: Migration, Displacement and Education: Building Bridges, Not Walls Année de publication: 2018 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team This Report points directly to a major challenge: How can teachers be supported to practise inclusion? It offers us fascinating insights into humanity and the age-old phenomenon of migration. I invite you to consider its recommendations and to act on them. This report is a vital toolkit for these compacts. It covers policy issues that address seasonal migrants, rural school consolidation, intercultural curricula, refugee inclusion in national education systems and elimination of segregation, qualifications recognition, targeting of school funding, more effective humanitarian education aid and teacher preparedness for diverse classrooms in emergency, protracted and “new normal” contexts. This summary of the 2019 GEM Report calls on countries to see education as a tool to manage migration and displacement and an opportunity for those needing one.