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3rd Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-being, Employment and the Labour Market, and Social, Civic and Community Life Année de publication: 2016 Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) The Global Reports on Adult Learning and Education (GRALE) play a key role in meeting UNESCO’s commitment to monitor and report on countries’ implementation of the Belém Framework for Action. This Framework was adopted by 144 UNESCO Member States at the Sixth International Conference on Adult Learning and Education (CONFINTEAVI), which was held in Belém, Brazil, in 2009. In the Belém Framework for Action, countries agreed to improve ALE across five areas of action: policy; governance; financing; participation, inclusion and equity; and quality (UNESCO Institute for Lifelong Learning, 2010b).GRALE III appears as the ALE community prepares for an important global conference: the 2017 Mid-Term Review of CONFINTEA VI. GRALE III will help high-level decision makers take stock of progress in delivering their Belém promises since 2009. It will also help them look ahead to 2030. Policymakers are now considering how to put into practice the ALE promises made in the 2030 Agenda for Sustainable Development (United Nations, 2015) and the Recommendation on Adult Learning and Education (2015) (UNESCO, 2015). GRALE III will support their deliberations by showing how ALE can help achieve broader health, economic and social outcomes. It will identify major challenges for ALE and examine the implications for ALE of major global trends like migration and demographic shifts.GRALE III brings together the latest data, policy analysis and case studies on ALE. Government leaders will find high quality evidence to inform their policies, strategies and budgets. Proponents of change will find compelling arguments showing how ALE promotes sustainable development, healthier societies, better jobs and more active citizenship. Policy analysts will find entry points and ideas for future research and policy. 
Global Inventory of Regional and National Qualifications Frameworks 2017, Vol. II: National and Regional Cases Année de publication: 2017 Auteur institutionnel: European Centre for the Development of Vocational Training (CEDEFOP) | European Training Foundation (ETF) | UNESCO | UNESCO Institute for Lifelong Learning (UIL) The global inventory 2017 further strengthens the knowledge base on developments in national and regional qualifications frameworks, as implemented by countries and regions, by end of 2016. It acts as an observatory of progress in establishing NQFs, as well as the challenges and success factors in implementation. The thematic chapters (Volume I) discuss key trends and policy issues emerging from qualifications frameworks and learning outcomes reforms and developments. Volume II consists of NQF case studies of 100 countries from all continents and seven regional qualifications frameworks (RQF). The case studies look at the educational, social, economic and political context in which an NQF is embedded, main policy objectives, implementation of learning outcomes, stakeholder involvement and institutional arrangements. They also show how NQFs open for and link to validation arrangements, support recognition and learning pathways. They conclude with important lessons and future plans.The global inventory draws on inventories from four agencies: the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the UNESCO Institute for Lifelong Learning (UIL), working and communicating with country officials and experts. It also draws on extensive international research in qualifications reforms, comparability of qualifications, and use of learning outcomes. 
[Video] How Many Languages Can You Recognize? Année de publication: 2018 Auteur institutionnel: UNESCO How many languages can you recognize in the video? People have the right to receive education in their mother language!More languages will be added to the SDG4 video!So don't forget to have a look at our playlist (link below) and let us know your mother tongue on our social media channels!SDG4 PLAYLIST: http://bit.ly/UNESCO-SDG4International Mother Language Day webpage: https://en.unesco.org/international-days/international-mother-language-day 
Transforming Education Conference for Humanity: TECH 2017, December 16-18, 2017; Post Event Report Année de publication: 2018 Auteur institutionnel: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The three-day Transforming Education Conference for Humanity (TECH) 2017 organised by UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) was held at Novotel Varun Beach, Visakhapatnam City, State of Andhra Pradesh, India from December 16 – 18, 2017. The first edition of TECH focused on digital pedagogies for building peaceful and sustainable societies through 21st century skills, schools and policies, towards achieving the United Nations Sustainable Development Goal 4, Target 7.TECH 2017 was attended by over 1,700 registered participants (including teachers, educators, learners, policy-makers, technology and gaming experts, amongst others) from 75 countries and witnessed highly engaging deliberations on the future of education, particularly on the innovative methods of teaching using technology.The Conference was generously supported by the State Government of Andhra Pradesh, India and the Ministry of Human Resource Development, Government of India and sponsored by Microsoft India (Education Technology Partner), Samsung India, Dassault Systems, Veative (Immersive Learning Partner) and McGraw Hill (Learning Science Partner). The Knowledge Partners of the Conference included NMIMS, Ubisoft, Quebec Government, ISTE, Social Alpha, EDB and IYC.TECH will be held annually over the next five years with a long term aim of affecting global policy change on the usage of digital pedagogies to render quality and inclusive education for all. 
Global Inventory of Regional and National Qualifications Frameworks 2017, Vol. I: Thematic Chapters Année de publication: 2017 Auteur institutionnel: European Centre for the Development of Vocational Training (CEDEFOP) | European Training Foundation (ETF) | UNESCO | UNESCO Institute for Lifelong Learning (UIL) The global inventory 2017 further strengthens the knowledge base on developments in national and regional qualifications frameworks, as implemented by countries and regions, by end of 2016. It acts as an observatory of progress in establishing NQFs, as well as the challenges and success factors in implementation. The thematic chapters (Volume I) discuss key trends and policy issues emerging from qualifications frameworks and learning outcomes reforms and developments. Volume II consists of NQF case studies of 100 countries from all continents and seven regional qualifications frameworks (RQF). The case studies look at the educational, social, economic and political context in which an NQF is embedded, main policy objectives, implementation of learning outcomes, stakeholder involvement and institutional arrangements. They also show how NQFs open for and link to validation arrangements, support recognition and learning pathways. They conclude with important lessons and future plans.The global inventory draws on inventories from four agencies: the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the UNESCO Institute for Lifelong Learning (UIL), working and communicating with country officials and experts. It also draws on extensive international research in qualifications reforms, comparability of qualifications, and use of learning outcomes. 
ESD in Teacher Education Institutions: Case Studies of Best Practices in Zambia Année de publication: 2017 Auteur: Overson Shumba | Heather Munachonga Auteur institutionnel: Zambia National Commission for UNESCO | Copperbelt University This book is a compilation of case studies on best practices in education for sustainable development in teacher education institutions in Zambia. It contributes to the dissemination of the best practices among the institutions and the wider society. It adds to examples of practices that are relevant to the UNESCO Global Action Programme on Education for Sustainable Development (GAP). The project was coordinated by Professor Overson Shumba at the Copperbelt university in Kitwe and Heather Munachonga, Programme Officer at the Zambia National Commission for UNESCO in Lusaka. The book was made possible with funding and support from UNESCO, Paris, the Ministry of General Education, the Copperbelt University, and the Zambia National Commission for UNESCO. All the institutions were supported by the teacher education institutions and their partners. The book illustrates some of the actions undertaken consistent with pursuit of the education SDG4 target 7. It is expected that this book will lead teacher educators and teachers to come up with further innovations and to integrate them in their professional work. Whole institution actions are encouraged so that best practices as found in this book can permeate and transform all aspects of the institution: the curriculum, teaching, assessment, research, extra-curricular activities, and operations, and must involve everyone, students, workers, lecturers, and the surrounding community. 
دور المدرسة في تنمية قيم المواطنة لدى المتعلمين : مرحلة التعليم المتوسط والثانوي نموذجا Année de publication: 2016 Auteur: بوطبال، سعد الدين Auteur institutionnel: University of Ouargla هدفت الدراسة الراهنة إلى تقصي دور المدرسة من خلال المقررات الدراسية في مرحلة التعليم المتوسط والثانوي في تنمية وتفعيل قيم المواطنة وجعلها راسخة في شخصية الأفراد، لتظهر بعد ذلك جليا في الحياة الاجتماعية من خلال ممارسات حقيقية. جرى الاعتماد على منهج تحليل المحتوى لمادتي التربية الإسلامية والتربية المدنية من خلال التركيز على المعاني الكبرى للمواطنة كفئات تحليل، والكلمات الدالة على المواطنة كوحدات التحليل. توصلت الدراسة إلى أن المدرسة تؤدي دورا في اكتساب المتعلمين لقيم المواطنة في شتى المجالات القانونية والسياسية، إلا انه يلاحظ وجود نقص في الاهتمام بالجانب النفسي السلوكي لقيم المواطنة، لذلك وجب ربط المقررات الدراسية بالمجتمع المحلي وخصوصياته ومشكلاته حتى يحدث تناسق بين أهداف المدرسة التي تستمد من الأهداف العامة للمجتمع من جهة، والاستجابة لمتطلبات العولمة ورهاناتها من جهة أخرى، لأن قيم المواطنة يجب أن تصاغ بشكل مباشر في جميع المناهج الدراسية قصد ترسيخها في التفاعلات الاجتماعية للأفراد والجماعات بشكل يجعلها تساهم في التنمية الشاملة بمختلف أبعادها، والمحافظة على الأمن والاستقرار الاجتماعي. The Role of the Secondary School in the Development of Citizenship Values of the Learners Année de publication: 2016 Auteur: بوطبال، سعد الدين Auteur institutionnel: University of Ouargla This study aims at determining the role of school (dea the manuals and the programs of secondary school)in the development and the consolidation of citizenship values in individuals personalities,so,as to be clear in the social life by implementing real policy.This will be achieved all the bases of content analysis of two subjects: Islamic education and physical education by focusing all the grat principles of citizenship as group of analysis and on words referring to citizenship as units of analysis.To conclude, this has lead to observe that the school plays a role in the acquisitions of citizenship principles in different areas (legal, politics,..).However, it has interest of been observed a lack in psycho behavior aspects relating to citizenship values.To achieve this goal, the school programs should be linked to the social environment (with all its specifities problems) so, as to be in harmony with school goals and to respond to globalization requirements in order to consolidate the sense of citizenship in the behavior of individuals and communities. Citizenship values school be clearly defined in all teaching programs for global development of society, with the preservation of social security and stability. 
CONFINTEA VI Mid-Term Review: Report of the Conference Année de publication: 2017 Auteur: Clinton Robinson Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) The Sixth International Conference on Adult Education (CONFINTEA VI), held in Brazil in 2009, closed with the adoption of the Belem Framework for Action (BFA), which recorded the commitments of Member States and presented a strategic guide for the global development of adult learning and education. The third Global Report on Adult Learning and Education (GRALE 3), published in 2016, drew on survey data to evaluate progress made by countries in fulfilling the commitments made in Brazil.The CONFINTEA VI Mid-Term Review, held in Suwon, Republic of Korea, in October 2017, took stock of progress made by Member States in the past eight years, looking ahead to GRALE 4 in 2019 and CONFINTEA VII in 2021.This report summarizes the discussions that animated the Mid-Term Review conference and gives readers a brief survey of the key issues concerning progress against the BFA, across all world regions. 
تحديات التربية العربية في القرن الحادي والعشرين وأثرها في تحديد دور معلم المستقبل Année de publication: 2007 Auteur: ملكاوي، نازم محمود Auteur institutionnel: University of Sharjah استهدفت الدراسة التعرف على أهم التحديات والقضايا التي تواجه التربية العربية خلال القرن الحالي، كالتحدي الثقافي، والتربية المستدامة، وقيادة التغيير، وثورة المعلومات، وتمهين التعليم، والأزمة البيئية، لتكون منطلقاً في إبراز دور وأهمية وملامح معلم المستقبل. وتبين أن ما أعد له المعلم خلال القرن الماضي لا يتناسب ومتطلبات الدور الذي سيؤديه خلال القرن الحالي، حيث مدارس المستقبل الإلكترونية، والتعليم الإلكتروني من خلال الشبكات الممتدة عبر العالم، كما لم يعد المعلم هو المصدر الوحيد للمعلومات والمعارف، فهناك وسائل ومصادر متنوعة ومتعددة تضخ كميات هائلة من المعلومات، يستطيع الطلبة بسهولة ويسر تلقيها، فتؤثر فيهم، مما يفرض على معلم المستقبل تنمية قدراته الفكرية والثقافية والفنية.. الخ، وفهم دوره الجديد في توجيه كل هذه المصادر لخدمة الأهداف التربوية التي تصب في مصلحة وطنه وأمته. وأن يدرك أن المعرفة والتحكم بها هي أهم مصادر الثروة... واستخلصت الدراسة بعض الملامح والأدوار لمعلم المستقبل ليستطيع أداء رسالته بحيث يكون معلماً مدركاً أهمية المهنة التي يمارسها وقدسيتها، مشاركاً في اتخاذ القرارات، وقادراً على مد العملية التعليمية خارج أسوار المدرسة، مدركاً موقعه وأهميته في عصر العولمة والتقدم والانفتاح...خبيراً في طرق البحث عن المعلومة، يستند في عمله وسلوكه وممارساته إلى قاعدة فكرية وتربوية متينة، وعقيدة إيمانية قوية، قادراً على تهيئة طلبته للخلق والإبداع والابتكار والتجديد والتعلم المستمر. وأوصت الدراسة بضرورة بناء خطة تربوية تكاملية للأمة العربية حيث الظروف متشابهة، مستندين بتخطيطهم على البحث الميداني للواقع الحقيقي للمعلم والعملية التعليمية.