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Manual for Teachers and Educators: To Empower Young People on Sdgs and Migration Année de publication: 2018 Auteur institutionnel: Start the Change | European Union (EU) The Start the Change project aims to improve education provision linked to the Sustainable Development Goals (SDGs) in 12 European countries, with a special emphasis on the relationship between migration and global inequality, and contributing to the fulfilment of the 2030 Agenda for Sustainable Development.The first part of the guide (THINK) describes the educational model proposed by Start the Change. Service Learning gives an overview of a pedagogical approach that promotes a new perspective to acquiring global citizenship knowledge, skills and attitudes - not just in the classroom but also through direct experience of working on real issues in the community. MANUAL TO INSPIRE: START THE CHANGE 11 Participative methodologies are the basis of all good global citizenship education, and youth empowerment can be enhanced through peer to peer approaches. The second part of the guide (LEARN) is dedicated to enhancing teachers’ and educators’ knowledge of the contents of the project: the Sustainable Development Goals, inequality and migration issues. Storytelling can be used to develop short film storylines on Start the Change issues. Educational activities can be enriched by using ICT to promote global learning and include voices and experiences from the Global South. The third part of the guide (DO) is dedicated to activities and methodologies to help young people explore these issues and inspire them to take action in their communities. 
UNESCO regional consultation in Latin America on Holocaust and genocide education: report Année de publication: 2014 Auteur institutionnel: UNESCO Santiago This consultation with Latin American Member States sought to raise awareness amongst policymakers and education specialists of the region about the history of the Holocaust, as it can contribute to the prevention of genocide, following United Nations General Assembly resolution 60/7 on Holocaust remembrance. The meeting also aimed at fostering concrete cooperation between UNESCO and Member States on education about the history of genocide and mass atrocities, notably the Holocaust, with a view of introducing the subject in the curriculum and of developing relevant educational programmes in the region. The overall objectives of the project were as follows:▶ Strengthen educational leaders’ awareness and support for Holocaust remembrance and education about the history of genocide and mass atrocities, in line with regional efforts to foster education for peace and human rights.▶ Increase the implementation of education programmes about the history of the Holocaust and other genocides, and support interested Ministries of Education to introduce these subjects in the curriculum.▶ Foster regional exchanges about this topic and facilitate access to good practices regarding Holocaust and genocide related issues and peace education. 
Development Strategy of Uzbekistan: Civil Society; Training and Methodology Complex Année de publication: 2019 Auteur: M.N. Primov | T. Norboev Auteur institutionnel: Uzbekistan. Ministry of Higher and Secondary-Specialized Education | Tashkent Institute of Finance The document is a collection of training materials on the conditions and prospects for the development of civil society in Uzbekistan, as well as the implementation of the main directions of the Action Strategy. The document also the role of local governments of citizens, non-governmental non-profit organizations in improving institutions civil society.A major role in this is played by new socio-political disciplines, which include the “Development Strategy of Uzbekistan. Civil society". This course reveals the basic scientific principles of the formation of civil society and the development strategy of Uzbekistan, analyzes the main stages of transformation, shows the irreversibility of the reforms carried out in the country, and helps to build the civic position of each member of the society. It is organically woven into the humanities system, forming a common logical chain with it; It helps to answer questions of modern policy of our state and to determine the place and role of each person in the grandiose transformations carried out in the country. Стратегия развития Узбекистана. Гражданское общество: Учебно-методический комплекс Année de publication: 2019 Auteur: M.N. Primov | T. Norboev Auteur institutionnel: Uzbekistan. Ministry of Higher and Secondary-Specialized Education | Tashkent Institute of Finance Документ является сборником учебных материалов, посвященных условиям и перспективам развития гражданского общества в Узбекистане, а также реализации основных направлений Стратегии действий. В документе также рассматривается роль органов местного самоуправления граждан, негосударственных некоммерческих организаций в совершенствовании институтов гражданского общества.Большую роль в этом играют новые социально-политические дисциплины, в число которых входит и «Стратегия развития Узбекистана. Гражданское общество». Данный курс раскрывает основные научные принципы формирования гражданского общества и стратегию развития Узбекистана, анализирует основные этапы преобразований, показывает необратимость проводимых в стране реформ, помогает формированию гражданской позиции каждого члена общества. Он органично вплетается в систему гуманитарных наук, образуя общую логическую цепь с ней; помогает ответить на вопросы современной политики нашего государства и определить место и роль каждого человека в грандиозных преобразованиях, проводимых в стране. 
Inclusion from the start: guidelines on inclusive early childhood care and education for Roma children Année de publication: 2014 Auteur institutionnel: UNESCO | Council of Europe Inclusion from the start: guidelines on inclusive early childhood care and education for Roma children (Guidelines hereafter) is a joint contribution by the Council of Europe and UNESCO to improving access to quality early childhood services for Roma children. They are a concrete follow-up to the recommendations arising from an expert meeting, organised by the two organisations in 2007.1 Recognising that quality early childhood experience is an important stepping stone toward inclusive participation in school and society, the Guidelines address the challenges specifc to Roma children in the early years and transition to primary education. They provide guidance on key themes, such as the conceptualisation of early childhood care and education (ECCE) services, agenda-setting, stakeholders’ responsibilities, curricular and pedagogical approaches, staf training and professional development, assessment and transition to primary education. The Guidelines primarily address formal ECCE services – such as kindergartens and preschools – which typically cater for children from ages 3-6 years. The reason for this focus is that providing care and education experience prior to primary school entry is crucial for supporting Roma children’s school readiness and for facilitating an equal start in their frst year. This being said, the Guidelines also acknowledge the critical importance of the years pre-natal to age 3, and consider health and nutrition interventions and non-formal ECCE programmes (e.g. community-based childcare, parenting education) as essential services in deprived neighbourhoods and settlements. Inclusion dès le début: les lignes directrices sur les soins de la petite enfance inclusive et éducation pour les enfants roms Année de publication: 2014 Auteur institutionnel: UNESCO | Council of Europe Inclusion dès le début: les lignes directrices sur les soins de la petite enfance inclusive et l'éducation des enfants roms (lignes directrices ci-après) est une contribution conjointe du Conseil de l'Europe et de l'UNESCO à l'amélioration de acesss aux services de la petite enfance de qualité pour les enfants roms. Ils sont un suivi concret aux recommandations découlant d'une réunion d'experts, organisée par les deux organisations en 2007.1. Reconnaissant que l'expérience de qualité de la petite enfance est une étape importante vers la participation inclusive à l'école et de la société, les lignes directrices abordent les défis spécifques aux enfants roms dans les premières années et la transition à l'enseignement primaire. Ils fournissent des conseils sur des thèmes clés, tels que la conceptualisation des soins de la petite enfance et les services d'éducation (EPPE), l'établissement de l'ordre du jour, les responsabilités des parties prenantes, des programmes et des approches pédagogiques, la formation des staf et le perfectionnement professionnel, l'évaluation et la transition à l'enseignement primaire. Les lignes directrices traitent principalement des services formels EPPE - tels que les jardins d'enfants et les écoles maternelles - qui répondent généralement pour les enfants âgés de 3-6 ans. La raison de cette mise au point est que la prestation de soins et de l'expérience de l'éducation avant l'entrée de l'école primaire est cruciale pour soutenir la maturité scolaire des enfants roms et pour faciliter un départ égal dans leur année frst. Ceci étant dit, les lignes directrices reconnaissent également l'importance critique des années pré-natal à 3 ans, et d'envisager des interventions de santé et de la nutrition et des programmes non formels EPPE (garde d'enfants, l'éducation parentale à base communautaire) comme des services essentiels dans les quartiers défavorisés et colonies. 
Global Rights, Nobel Goals: Refugees, Migration, the Sustainable Development Goals and Youth; Resource Pack Année de publication: 2016 Auteur: Valerie Duffy | Leo Gilmartin | Grace McManus | Dermot O’Brien Auteur institutionnel: National Youth Council of Ireland (NYCI) This resource pack explores the terms around migration (asylum seeker, refugee, internally displace peoples etc), the reasons that people choose or are forced to migrate and makes connections with the SDGs. It also includes a great selection of activities for young people at different ages and stages. 
Mosaico Metodológico: Camino 5; La escuela como sujeto colectivo en el conflicto armado y la construcción de paz Année de publication: 2019 Auteur institutionnel: EDUCAPAZ Esta publicación recoje el trabajo desarrollado por el Programa Nacional de Educación para la Paz EDUCAPAZ y a Comisión de la Verdad en Colombia, para el trabajo pedagógico en escuelas que quieran reflexionar sobre el valor de la verdad en la reconstrucción de la memoria, el perdón y la reconciliación. Este módulo explora la relación de la escuela con el conflicto armado. 
Q&A: Adolescents, Youth and COVID-19 Année de publication: 2020 Auteur institutionnel: World Health Organization (WHO) | UNESCO | United Nations Population Fund (UNFPA) | United Nations Children's Fund (UNICEF) As part of UNESCO’s work in promoting better health and well-being for all children and young people, it has contributed to the development of a practical guide in a ‘questions and answers’ (Q&A) format on children and adolescents and COVID-19. This work was led by the World Health Organization, in collaboration with the Adolescents and Youth Constituency of the Partnership for Maternal, Newborn and Child Health, UNESCO, UNFPA, and UNICEF.The Q&A provide children and adolescents with accurate, non-judgmental information and advice around COVID-19, including how to help stop the spread of the virus, what to do if they develop symptoms of the disease, and how to best manage their health and well-being during the confinement period and after. It considers children and young people as critical actors in the response to COVID-19, not as passive beneficiaries. 
Methodological Mosaic: Path 1; The Value of Truth in School Coexistence Année de publication: 2019 Auteur institutionnel: EDUCAPAZ This publication reflects the work carried out by the National Program of Education for Peace EDUCAPAZ and the Truth Commission in Colombia, for education in schools that want to reflect on the value of truth in the reconstruction of memory, forgiveness and reconciliation. This module explores the relationship with school coexistence.