Ressources
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Educational Pack: Claire Ravez, research analyst focused on monitoring and analysis, IFE Année de publication: 2021 Auteur institutionnel: French Institute of Netherlands As a professor of history and geography, Claire Ravez joined the Monitoring and Analysis team of the French Institute of Education within the École normale supérieure de Lyon in 2017.Pedagogical file #1 is dedicated to civic education, with contributions from Claire Ravez, Dominique Schnapper, FEi, and the National Library of France. Dossier pédagogique : Claire Ravez, chargée d'étude Veille et Analyses, IFE Année de publication: 2021 Auteur institutionnel: French Institute of Netherlands Professeure d’histoire-géographie, Claire Ravez a rejoint l’équipe Veille et Analyses de l’Institut français de l’éducation au sein de l’École normale supérieure de Lyon en 2017.Dossier pédagogique #1 consacré à l’éducation à la citoyenneté, avec les contributions de Claire Ravez, Dominique Schnapper, FEi et la BnF. 
Education Pack: Dominique Schnapper, sociologue Année de publication: 2023 Auteur institutionnel: French Institute of Netherlands Member of the Constitutional Council from 2001 to 2010, Dominique Schnapper is a French sociologist and political scientist. pedagogical file #1 is dedicated to civic education, with contributions from Claire Ravez, Dominique Schnapper, FEi and the BnF. Dossiers pédagogiques : Dominique Schnapper, sociologue Année de publication: 2023 Auteur institutionnel: French Institute of Netherlands Membre du Conseil constitutionnel de 2001 à 2010, Dominique Schnapper est une sociologue et politologue française.Dossier pédagogique #1 consacré à l’éducation à la citoyenneté, avec les contributions de Claire Ravez, Dominique Schnapper, FEi et la BnF. 
Location of INEE Resources on PSS-SEL Année de publication: 2024 Auteur institutionnel: Harvard Graduate School of Education (HGSE) | Inter-agency Network for Education in Emergencies (INEE) In these workshops, participants learned how to locate INEE PSS-SEL resources, including the INEE Background Document on Psychosocial Support and Psychoeducation for Children and Youth in Emergencies, the INEE Guidance Note on PSS, the PSS-SEL Toolkit, and the Guidance Note on Teacher Well-Being in Emergencies, and how to effectively adapt them to different contexts. 
Transforming Knowledge and Research for Just and Sustainable Futures: Towards a New Social Imaginary for Higher Education (Education, Research and Foresight: Working Papers; No.33, 2024) Année de publication: 2024 Auteur: Leon Tikly Auteur institutionnel: UNESCO The paper considers why it is important to transform knowledge and research for just and sustainable futures and discusses the role of higher education in these transformation processes. The paper sets out how knowledge, research, and knowledge systems can be understood and critiques knowledge hierarchies that have emerged in the context of colonialism, leading to the marginalization of the knowledge systems and languages of the colonized. It is argued that there is a need to create new ecologies of knowledge that value and develop synergies between ‘all of the archives of the world’ and that can revitalize and expand the knowledge commons and contribute to more just and sustainable futures. Higher education has a pivotal role to play in the creation of new ecologies of knowledge and a revitalized knowledge commons through promoting socially and ethically engaged research, the decolonization and reorientation of university curricula and pedagogy to foster sustainable futures, and the democratization of universities to better represent historically marginalized groups. Underpinning this role must be a shift from a Western modernist social imaginary of higher education to one based on a new planetary consciousness. 
Solidarity as the Future of Education: Perspectives From the Ibero-American Experience of Service-Learning Année de publication: 2024 Auteur: Elena Massat Auteur institutionnel: UNESCO | Latin American Center for Service-Learning (CLAYSS) With this work we have proposed to put into dialogue the recent UNESCO document “Reimagining our futures together. A new social contract for education. Report of the international commission on the futures of education” with the theory and practice of service-learning in Ibero-America. We would like to show how UNESCO's proposal for education for the future can already be verified as a practice in many educational institutions in the region, which develop solidarity service-learning projects even in the most vulnerable contexts. In these experiences, solidarity ceases to be just learning content, to become an educational process, a pedagogy to learn to solve complex problems of reality, and to use the SDGs as a “curriculum” for the education of the future (UNESCO, 2022:54). These practices are deeply innovative, as the experts who comment on them point out, and we hope that they can be inspiring for many other educational institutions. La solidaridad como futuro de la educación: Perspectivas desde la experiencia iberoamericana del aprendizaje-servicio Année de publication: 2024 Auteur: Elena Massat Auteur institutionnel: UNESCO | Latin American Center for Service-Learning (CLAYSS) Con esta obra nos hemos propuesto poner en diálogo el reciente documento de la UNESCO “Reimaginar juntos nuestros futuros. Un nuevo contrato social para la educación. Informe de la comisión internacional sobre los futuros de la educación.” con la teoría y práctica del aprendizaje-servicio en Iberoamérica. Quisiéramos evidenciar de qué manera la propuesta de educación para el futuro de UNESCO se puede ya verificar como práctica en muchas instituciones educativas de la región, que desarrollan proyectos de aprendizaje-servicio solidario aún en los contextos de mayor vulnerabilidad. En estas experiencias, la solidaridad deja de ser sólo contenido de aprendizaje, para transformarse en proceso educativo, en pedagogía para aprender a solucionar problemas complejos de la realidad, y usar a los ODS como “currículo” de la educación del futuro (UNESCO, 2022:54). Estas prácticas son profundamente innovadoras, como lo señalan los expertos que las comentan, y esperamos que puedan ser inspiradoras para muchas otras instituciones educativas. 
Our Common Agenda Policy Brief 10: Transforming Education Année de publication: 2023 Auteur institutionnel: United Nations (UN) Building on the Transforming Education Summit and the report of the International Commission on the Futures of Education, this policy brief takes a closer look at the current crisis in education and proposes ideas and guiding actions for countries and the international community to transform education. The right to education and lifelong learning is an essential part of the 2030 Agenda for Sustainable Development because education, knowledge and learning are fundamental to human dignity, growth and development. For centuries, education has been the great equalizer, the driving force of nation-building and the engine of social, cultural, economic and technological progress. But today, beset by a dual crisis of equity and relevance, education as we know it is no longer fit for purpose. Informe de políticas de nuestra agenda común 10: Transformar la educación Année de publication: 2023 Auteur institutionnel: United Nations (UN) Sobre la base de la Cumbre sobre la Transformación de la Educación y el informe de la Comisión Internacional sobre los Futuros de la Educación, el presente informe de políticas examina con más detalle la crisis actual de la educación y propone unas ideas y una serie de medidas orientativas para que los países y la comunidad internacional transformen la educación. El derecho a la educación y al aprendizaje permanente es una parte esencial de la Agenda 2030 para el Desarrollo Sostenible porque la educación, el conocimiento y el aprendizaje son fundamentales para la dignidad, el crecimiento y el desarrollo de la persona. Durante siglos, la educación ha sido la gran igualadora, la fuerza motriz de la construcción nacional y el motor del progreso social, cultural, económico y tecnológico. Sin embargo, en la actualidad, acosada por una doble crisis de equidad y pertinencia, la educación tal y como la conocemos ya no es idónea.