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Education and Disability: Analysis of Data from 49 Countries (UIS Information Paper No. 49) Année de publication: 2018 Auteur institutionnel: UNESCO Institute for Statistics (UIS) Sustainable Development Goal (SDG) 4 calls for “inclusive and quality education for all”. Persons with a disability are among the population groups most likely to suffer from exclusion from education but data that permit an analysis of the links between disability and education remain scarce.This paper examines educational disparities linked to disability based on data from 49 countries and territories for five education indicators: Proportion of 15- to 29-year-olds who ever attended school Out-of-school rate (primary school age, lower secondary school age) Completion rate (primary education, lower secondary education) Mean years of schooling of the population 25 years and older Adult literacy rate (population 15 years and older) 
The Write for Rights: A Human Rights Education Pack Année de publication: 2015 Auteur institutionnel: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages. Escribe por los derechos: Conjunto de materiales para la educacion ed derechos humanos Année de publication: 2015 Auteur institutionnel: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages. Écrire pour les droits: Dossier pour l’éducation aux droits humains Année de publication: 2015 Auteur institutionnel: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages. 
The Write for Rights: A Human Rights Education Pack Année de publication: 2015 Auteur institutionnel: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages. 
University College London (UCL) Centre for Holocaust Education Auteur institutionnel: UCL Centre for Holocaust Education The "Teacher resources" of the UCL Centre for Holocaust Education delivers three types of teaching documents : classroom materials with lesson plans and workshops, thematic lessons for teachers to increase their knowledge on the topic and pedagogical guidance to support and give suggestions for the classroom. University College London (UCL) Centre pour l'éducation holocauste Auteur institutionnel: UCL Centre for Holocaust Education Les «Ressources pédagogiques» du Centre UCL pour Holocaust Education délivre trois types de documents d'enseignement: matériel de classe avec des plans et des ateliers leçons, leçons thématiques pour les enseignants d'accroître leurs connaissances sur le sujet et l'orientation pédagogique pour soutenir et donner des suggestions pour la salle de classe. Menschenrechtsbildung in NS-Gedenkstätten. Neue pädagogische Überlegungen zum Lernen aus der Geschichte des Nationalsozialismus Learning from history means acting with historical awareness in both the present and future, making decisions and taking knowledge of the past into account and developing greater sensitivity for current processes in light of what has gone before. The contemporary relevance and subject relations are decisive prerequisites for learning about history. Without integrating the addressee's identity within the learning process, without any reference to facts of significance of subjective importance to the learner, all educational efforts will fail to bear fruit. This problem is more relevant than ever as far as historico-political education at memorial sites for Holocaust victims is concerned. The pedagogical approach to Holocaust memorial sites is currently facing an educational challenge in the light of the increasing chronological distance to the historical events and their multi-ethnic audience. Although a discussion of National Socialist history continues to constitute an important focus in both schools and the public domain, the results of empirical studies attest to significant gaps in knowledge. Furthermore, in an international comparison, German teenagers demonstrate considerably less interest in the National Socialist era than those from other countries. Instead of displaying an interest in this aspect of history, they react defensively and state that they are "sick and tired" of the topic. In the face of such developments, the question of the direction which the pedagogical approach to holocaust memorial sites will take in future arises. In order to integrate connections between past and present more deliberately, those involved in running Holocaust memorial sites are considering placing a stronger focus on human rights education. The fusion of both disciplines is designed to provoke more intense contemporary historical discussion and thus prompt a subjectively significant learning process. The present research project concentrates on the question of the extent to which this approach can be implemented and on the areas of tension which may arise in the practice of memorial site education as a result. Human rights education at holocaust memorial sites ‒ the concept sounds promising. The terms reflect precisely what one would expect of the historico-political education at Holocaust memorial sites offered by a free and democratic constitution: the opportunity to learn lessons for the present from past crimes. This research project seeks to close a gap. Its aim is to develop a comprehensive model of human rights education at Holocaust memorial sites, analyse areas of tension and potential and, finally provide suggestions for the further development of educational practice. In consequence, the research project is located firmly within practical research. In order to answer the question posed in an adequate manner, diverse qualitative methods were required. It follows that results obtained via participatory observation, expert interviews and group discussion processes form the basis of my deliberations. (By the author) Developing reflective citizens: The role of Holocaust education In what way can we best conceptualize the relationship of Holocaust education to the broader goal of developing reflective citizens? Keeping in mind the diversity of our audience while simultaneously recognizing the traditions of social studies education in the United States, the author argues that Holocaust education should be integrated within the rationale of educating young people to reflect upon issues that have direct relationships to (1) the development of values and (2) the fostering of behaviours emphasizing social responsibility. In short, Holocaust education ‒ meaning the design of curricula, creation of pedagogical strategies and evaluation of student performance ‒ can be a critical component in developing a citizenry who are capable of addressing global problems such as human rights violations and genocide by employing a reflective understanding of history and its relationships to present and future policies and practices, irrespective of national boundaries (By the author) 
Contemporary Debates in Holocaust Education Holocaust education is a controversial and rapidly evolving field. This book, which critically analyses the very latest research, discusses a number of the most important debates which are emerging within it. Adopting a truly global perspective, Contemporary Debates in Holocaust Education explores both teachers' and students' levels of Holocaust knowledge as well as their attitudes and approaches towards the subject. Moreover, it employs a forward-looking perspective by thinking about how the subject will be taught when there are no survivors remaining and what challenges and opportunities digital technology, social media and online learning offer the modern teacher of the Holocaust. This book seeks to shift the parameters of existing debates and offer an insightful commentary on the nature, scope and direction of Holocaust education, which will be of great use to academics, teachers and policy-makers alike. (By the publisher)