Ressources
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Global Education Monitoring Report, 2021, Central and Eastern Europe, Caucasus and Central Asia: Inclusion and Education; All Means All Année de publication: 2021 Auteur institutionnel: Global Education Monitoring Report Team | European Agency for Special Needs and Inclusive Education | Network of Education Policy Centers Prepared by the Global Education Monitoring (GEM) Report, in partnership with the European Agency for Special Needs and Inclusive Education and the Network of Education Policy Centers, the regional report on inclusion and education in Central and Eastern Europe, the Caucasus and Central Asia offers a deep dive into the core challenges and key solutions. The region is working hard to overcome a legacy, whereby children with disabilities attended special schools, once wrongly regarded as an effective solution, segregated by type of disability, if not fully excluded from education.The report draws on in-depth profiles of 30 education systems in the region. It also presents the additional risks to inclusion now posed by the COVID-19 pandemic. Building on the 2020 Global Education Monitoring Report, it documents barriers facing learners, particularly where multiple disadvantages intersect. Its recommendations provide a systematic framework for identifying and dismantling these barriers, according to the principle that ‘every learner matters and matters equally’. 
Dossier pédagogique 2021: S’informer pour comprendre le monde Année de publication: 2020 Auteur institutionnel: Centre pour l’éducation aux médias et à l’information (CLEMI) | Réseau Canopé Le dossier pédagogique 2021 a pour thème : «S'informer pour comprendre le monde». Pour comprendre le monde qui les entoure, les élèves doivent plus que jamais apprendre à s’informer en exerçant leur esprit critique. Ce nouveau thème de la SPME permet ainsi de revenir aux fondamentaux de l’éducation aux médias et à l’information. 
Les clés de l’énergie: Guide pour découvrir, enquêter et agir au sein de son établissement scolaire Année de publication: 2020 Auteur institutionnel: Eco-Ecole L’énergie est présente dans toutes les sphères de notre quotidien et favoriser sa gestion durable et responsable est un enjeu majeur dans la lutte contre le réchauffement climatique ! Afin d’aider les communautés éducatives à s’approprier ce sujet, le programme Eco-Ecole, en partenariat avec le Conseil Départemental de Seine-Saint-Denis et l’ADEME, dévoile son nouvel outil : Les clés de l’énergie : Guide pour découvrir, enquêter et agir au sein de son établissement.En abordant l’énergie à travers le bâti, l’alimentation, le numérique et les déplacements, ce guide permet aux enseignant.e.s et à leurs élèves de se questionner sur les enjeux environnementaux liés à cette thématique et de réfléchir à des solutions à mettre en place à leur échelle.Destiné principalement à être utilisé dans le secondaire, cet outil contient :• des éléments de contexte et des clés de compréhension sur le thème de l’énergie ;• des pistes d’enquête concrètes pour réaliser un diagnostic ;• des déroulés d’ateliers pour découvrir la thématique et faire émerger des idées d’actions dans son établissement ;• des supports d’activités (à photocopier, découper ou reproduire) disponibles dans le corps du guide et dans les annexes. 
Irish Aid Development Education Strategy 2017-2023: Development Education Année de publication: 2016 Auteur institutionnel: Irish Aid With the adoption at the UN in September 2015 of the 17 Sustainable Development Goals (SDGs), the world renewed its commitment to eradicating global poverty, hunger and inequality. SDG Target 4.7 calls on States to provide education to ensure that all learners acquire the knowledge and skills needed to promote sustainable development. Development education strengthens understanding of the global justice dimension of each of the Goals, inspiring and enabling people to take action at local, national and global levels. It is critical to achieving the promise of transformative change that defines the SDGs.This strategy affirms Ireland’s commitment to development education and its central role to both our international development programme and Irish foreign policy. 
Doing Development Education: Digital Media Literacy; Junior Cycle Année de publication: 2017 Auteur institutionnel: WorldWise Global Schools (WWGS) | Irish Aid In Ireland, Development Education themes, such as ethics, respect, rights and responsibilities, consumerism, citizenship, democracy and the role of the media form part of the learning in the junior cycle Digital Media Literacy Short Course.This resource aims to support Digital Media teachers to teach through a global justice lens, a lens with great educational benefits, which meets the requirements as laid out in the junior cycle Digital Media Literacy specification, and in the (2015) Framework for Junior Cycle. 
Case Study on Finnish TVET: A Resilient Model of Training During COVID-19 Année de publication: 2021 Auteur institutionnel: Omnia Education Partnerships | UNESCO This case study examines how technical and vocational education and training (TVET) was organized during the state of emergency caused by the COVID-19 pandemic in Finland. The disruption accentuated the importance of flexibility within the education system to make it resilient. Finnish TVET, created as a hybrid solution combining school-based, work-based and online-based learning environments, remained responsive and functional throughout the difficult time in spring 2020.To urgently improve the resilience of education, this case study emphasizes the necessity to improve system-level flexibilities across all levels and all types of TVET, including alternative modes of delivery and hybrid learning opportunities, as the one size fits all approach increases rigidity and redundancy of education and training. Flexible measures are key to improve resilience, also beyond the COVID-19 pandemic. 
Outcomes-Focused Policy Making in Scotland Année de publication: 2021 Auteur institutionnel: Government of Scotland | Scotland's International Development Alliance | SDG Network Scotland | Oxfam Scotland | International Development Education Association Scotland (IDEAS) This toolkit is designed to support Scottish policy making to be more joined up and coherent, across policy areas both within Scotland and internationally. The problems Scottish policy making aims to tackle are increasingly complex and exist across geographic and thematic boundaries. Our policy response needs to recognise and reflect this.This tool is aimed at all those developing and implementing policy in the Scottish Government and its associated public bodies. It is designed to support holistic policy making that reflects the complex reality of our interconnected world.The resource has two main parts. The first half features a general overview of the National Performance Framework (NPF) and the Sustainable Development Goals (SDGs) and how the two are interlinked. The second half uses a Global Citizenship Education approach to provide practical, interactive, activities to explore how to apply the NPF and SDGs in the policy making process in an inclusive and reflective way. 
COVID-19 Responses Around the World: A Teaching Resource for Ages 9-14 Année de publication: 2021 Auteur institutionnel: Oxfam GB This resource helps learners to discuss their thoughts and feelings about the pandemic with others. Learners will also find out about ways to stop the current ‘infodemic’ – the rapid spread of misinformation and disinformation about COVID-19.This material will help learners to: discuss their thoughts and feelings about COVID-19. investigate some of the incredible ways in which people have been responding to this crisis. understand the difference between information, disinformation and misinformation. consider their own responses to the pandemic and possible actions that they might take to manage their own wellbeing and support others. 
Construire une campagne de mobilisation citoyenne: Je partage ce guide Auteur institutionnel: L'accélérateur de la mobilisation (France) Ce kit est pour partager les bases de la création de campagnes de mobilisation citoyenne, générer de l’inspiration et donner l’envie à des groupes de citoyen.ne.s d’aller gagner des victoires concrètes. 
Digital Literacy for Children: Exploring Definitions and Frameworks Année de publication: 2019 Auteur: Fabio Nascimbeni Auteur institutionnel: United Nations Children's Fund (UNICEF) This paper presents the results of a scoping exercise on children’s digital literacy that has been undertaken with the following objectives:To understand the current digital literacy policy and practice landscape;To highlight existing competence frameworks and how they can be adapted to UNICEF’s needs;To analyze the needs and efforts of UNICEF country offices; andTo reflect on policy and programme recommendations, including a definition of digital literacy for UNICEF