Ressources
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التعليم والمواطنة: الجامعة الصيفية 2016 Année de publication: 2016 Auteur: Abdullah Saaf Auteur institutionnel: General Delegation for Prison Administration and Reintegration (DGAPR) الفيديو عبارة عن محاضرة القت للسجينات في المغرب، وهو برنامج لاعادة التأهيل. المحاضرة للدكتور عبدالله ساعف يتحدث فيها عن المواطنة، والاندماج في المجتمع، ويناقش علاقة التعليم بالمواطنة. Education and Citizenship: Summer University 2016 Année de publication: 2016 Auteur: Abdullah Saaf Auteur institutionnel: General Delegation for Prison Administration and Reintegration (DGAPR) This video is a lecture given to women prisoners in Morocco, and it is a rehabilitation program. The lecture by Dr. Abdullah Sa`f talks about citizenship and inclusion in society, and discusses the relationship between education and citizenship. 
Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature (Sustainability 2020; Vol. 12, No. 4) Année de publication: 2020 Auteur: Brent Edwards | Manca Sustarsic | Mina Chiba | Mark McCormick | Melissa Goo | Sara Perriton Auteur institutionnel: Multidisciplinary Digital Publishing Institute (MDPI) This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs. 
Advancing Global Citizenship Education Through Global Competence and Critical Literacy: Innovative Practices for Inclusive Childhood Education (SAGE Open; Vol. 9, No. 1) Année de publication: 2019 Auteur: Alida Anderson Auteur institutionnel: SAGE Publications This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through dimensions of physical and conceptual access, both noted implementation barriers to inclusive education across the globe. The first section summarizes global human rights and education initiatives that support GCED through access for children with disabilities in education and in societies. This section addresses questions of how inclusion plays a central role to the advancement of GCED, summarizing major global policy advances to inclusion, and highlighting how advancement of inclusive childhood education supports GCED. This article concludes with two innovative childhood education practices, global competence and critical literacy, which offer critical potential to contribute to GCED through conceptual and physical dimensions of access, and ultimately promote inclusive education. 
Ensuring Inclusive and Equitable Quality Education: Sustainable Development Goal 4 in Canada Année de publication: 2020 Auteur institutionnel: Council of Ministers of Education, Canada (CMEC) This report provides a framework to share information at the pan-Canadian and international levels on work underway in Canada to achieve SDG 4. The report builds on SDG 4 data and indicators and includes, where possible, provincial and territorial data. 
The Role of English in Global Citizenship (Journal of Global Citizenship & Equity Education; Vol. 7, No. 1) Année de publication: 2020 Auteur: Claire Cavanagh Auteur institutionnel: Centennial College Despite scholars’ attempts to define and conceptualise global citizenship, the literature tends to ignore the role of English as the global lingua franca. In this paper, the author argues that ignoring English as the global lingua franca is a gross oversight, particularly in internationalised higher education where global citizenship is often presented as an aspiration for students. Websites of two South Korean universities were analysed regarding how the respective institutions intend to develop global citizens. Twenty students enrolled in the universities participated in interviews regarding their conceptualizations of global citizenship and how they frame their relationship with global and Korean identities. The findings reveal that global citizenship is generally conceived in terms of English with a strong adherence to fluency norms and in opposition to Korean identity. This influences how the students position themselves in relation to a global community and affects their conception of national identities. The paper ends with both theoretical and practical recommendations regarding the role of English in global citizenship. 
Action Research to Improve Youth and Adult Literacy: Empowering Learners in a Multilingual World Année de publication: 2015 Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) | UNESCO Abuja This guidebook is about the quest for quality, which is a lifelong pursuit linked to social justice. As we move in time and space new challenges emerge, but our vision is that no one should be left behind in the quest for self- and collective realization. We have to consider all possible means for enabling the active participation of all citizens in education. We must look at both challenges and opportunities, such as those that technology offers us for making linkages and improving access to information, knowledge and skills. We must seek out possibilities for retaining positive values and acquiring new ones which foster deeper appreciation for human, linguistic, cultural and ecological diversity. 
Education and Migration: An Assessment of the Types and Range of IOM’s Education and Vocational Training Projects Année de publication: 2018 Auteur: Rocio Sanz Auteur institutionnel: International Organization for Migration (IOM) This report presents the results of the assessment of the range and types of IOM’s education and vocational training programmes as of December 2017. Within an overall framework of reviewing the Organization’s role in supporting the development and implementation of migration policy, the purpose of this assessment is to understand how these programmes contribute to education and vocational training outcomes, especially in the specific context of SDG 4 (Quality Education) of the 2030 Agenda for Sustainable Development. 
La migration et le Programme 2030 : Un guide à l’usage des praticiens Année de publication: 2018 Auteur: Elisa Mosler Vidal Auteur institutionnel: International Organization for Migration (IOM) Ce guide est destiné aux acteurs gouvernementaux, à la fois nationaux et locaux, qui sont impliqués dans des activités de mise en œuvre des Objectifs de développement durable, y compris ceux qui travaillent spécifiquement dans le domaine de la migration et ceux d’autres secteurs qui souhaitent intégrer la question de la migration. Il s’adresse également aux acteurs gouvernementaux qui travaillent dans le domaine de la migration et souhaitent intégrer les ODD dans leur travail.L’objectif de ce guide est d’aider les responsables politiques à mettre en œuvre les aspects des ODD qui touchent à la migration. Les responsables politiques peuvent utiliser ce guide pour intégrer la migration dans les activités de développement à l’échelle locale ou nationale, par l’élaboration et la mise en œuvre d’interventions qui portent sur la migration dans le cadre des ODD. Ces interventions peuvent se présenter sous forme de lois, de politiques, de programmes, de projets ou d’autres activités et peuvent être liées à des thèmes de base de la migration ou intégrer la migration dans les activités d’un autre secteur. Par exemple, les responsables politiques peuvent utiliser ce guide pour élaborer des interventions qui sont directement consacrées à la traite des personnes, ainsi que des interventions dans le secteur de la santé qui permettent de protéger les victimes de la traite des personnes.Pour les acteurs disposant d’une expérience de l’intégration de la migration, ce guide offre une nouvelle approche qui repose sur le Programme 2030. Pour ceux qui ne possèdent aucune expérience de l’intégration de la migration, il présente les liens entre la migration et le développement dans le cadre des ODD, et les mesures à prendre compte tenu de ces liens. 移民与《2030 年可持续发展议程》 Année de publication: 2018 Auteur: Elisa Mosler Vidal Auteur institutionnel: International Organization for Migration (IOM) 本指南旨在为参与可持续发展目标实施过程的国家和地方政府行为体提供指导，对象包括专门从事移民工作的人员以及有兴趣将移民事物纳入工作活动中的其他部门人员。这也适用于希望将可持续发展目标纳入其移民领域工作的政府行为体。本指南的重点是帮助决策者实施可持续发展目标中与移民相关的部分。政策制定者可以使用该指南，通过设计和实施与可持续发展目标相关的与移民有关的干预措施，将移民纳入地方或国家发展计划。这些干预措施可以采取立法、政策制定、方案、项目或其他活动的形式，并可能涉及核心移民问题，或在其他部门的活动里将移民问题纳入其中。例如，决策者可以使用本指南来设计直接针对人口贩运的干预措施以及有助于保护人口贩运受害者的卫生部门的干预措施。对于在移民主流化方面有经验的行为体，本指南提供了一种基于2030年议程的新方法。对于那些没有移民主流化相关经验的人，它介绍了如何在可持续发展目标的背景下将移民和发展联系在一起，以及如何针对这些联系采取行动。它附有两个辅助工具，用以说明移民与可持续发展目标之间的联系：（i）一本全方位阐述移民与每个可持续发展目标之间关系的手册，以及（ii）一张概括这些关系的导图。