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How to Build a Learning City? Make Gender Equality a Priority Année de publication: 2020 Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) This video tutorial explains how gender equality must be prioritized in learning cities to empower women through learning, eliminate gender-based discrimination and foster equitable, inclusive, resilient and sustainable cities. Comment créer une ville apprenante: Égalité des genres Année de publication: 2020 Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) Ce tutoriel vidéo explique comment développer une compréhension commune de l’égalité des genres dans l'éducation et l'apprentissage, identifier les défis que rencontre la ville apprenante, impliquer les parties prenantes concernées, renforcer les capacités et encourager une programmation inclusive, consolider les politiques d'éducation et d'apprentissage, mener des recherches et sensibiliser. 
Global Kids Online: Comparative Report Année de publication: 2019 Auteur: Sonia Livingstone | Daniel Kardefelt-Winther | Marium Saeed Auteur institutionnel: UNICEF Innocenti The internet is often celebrated for its ability to aid children’s development. But it is simultaneously criticized for reducing children’s quality of life and exposing them to unknown and unprecedented dangers. There is considerable debate about when or how children’s rights – including the rights to expression, to privacy, to information, to play and to protection from harm, as set out in the United Nations Convention on the Rights of the Child – may be realized or infringed in the digital age.With more children around the world going online every day, it is more important than ever to clarify how the internet can advance children’s opportunities in life while safeguarding them from harm or abuse. This requires evidence, from children themselves, that represents the diversity of children’s experiences at the national and global levels. By talking to children, we are better able to understand not only the barriers they face in accessing the internet, but also the opportunities they enjoy and the skills and competences they acquire by engaging in these activities.This allows us to enquire about children’s exposure to online risks and possible harms, and about the role of their parents as mediators and sources of support. In bringing children’s own voices and experiences to the centre of policy development, legislative reform and programme and service delivery, we hope the decisions made in these spheres will serve children’s best interests. 
Glocal Education in Practice: Teaching, Researching, and Citizenship (BCES Conference Books; Vol. 17) Année de publication: 2019 Auteur: Nikolay Popov | Charl Wolhuter | Louw de Beer | Gillian Hilton | James Ogunleye | Elizabeth Achinewhu-Nworgu | Ewelina Niemczyk Auteur institutionnel: Bulgarian Comparative Education Society (BCES) This volume contains selected papers submitted to the XVII Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The XVII BCES Conference theme is Glocal Education in Practice: Teaching, Researching, and Citizenship. The book includes 34 papers written by 69 authors from 20 countries. 
La Educación transforma la vida Année de publication: 2013 Auteur institutionnel: UNESCO Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. And access to schooling is not enough on its own: education needs to be of good quality so that children actually learn. Given education’s transformative power, it needs to be a central part of any post-2015 global development framework. L'Education transforme nos existences Année de publication: 2013 Auteur institutionnel: UNESCO Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. And access to schooling is not enough on its own: education needs to be of good quality so that children actually learn. Given education’s transformative power, it needs to be a central part of any post-2015 global development framework. 
Right to Pre-Primary Education: A Global Study Année de publication: 2021 Auteur institutionnel: UNESCO Early childhood care and education is increasingly recognized as an essential element in realizing a wide range of educational, social and economic rights. Children from vulnerable households and communities stand to gain most from access to quality early learning opportunities. With about 50 per cent of children globally not yet enrolled in pre-primary education, enabling their inclusion remains a central question for education policymakers, stakeholders and parents.This Study provides a global overview and an analysis of the adoption of legal provisions for free and compulsory pre-primary education at national level. By offering a rights-based perspective to the implementation of pre-primary education, it aims to complement existing literature on SDG Target 4.2, which focuses mainly on policy outcomes.The results show that pre-primary education is a well determined and defined right in too few countries. Yet, the benefit of free and compulsory education observed is that children appear to have higher rates of early childhood well-being.In light of the research conducted and its main conclusions, a set of levers to promote the inclusion of early childhood and pre-primary education as a human right within long-term education and development objectives are presented in terms of governance and financing, legal framework, societal expectations, monitoring and evaluation and early childhood development overall. Prioritizing the needs of young children and the fulfilment of their right to free and compulsory pre-primary education is a critical opportunity for governments to make positive differences in children’s lives and to achieve broader national, social and economic goals. Education Transforms Lives Année de publication: 2013 Auteur institutionnel: UNESCO Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. And access to schooling is not enough on its own: education needs to be of good quality so that children actually learn. Given education’s transformative power, it needs to be a central part of any post-2015 global development framework. 
In Solidarity With Girls: Gender and Education in Crisis (Policy Brief Series) Année de publication: 2020 Auteur institutionnel: United Nations Girls' Education Initiative (UNGEI) In Solidarity With Girls: Gender and education in crisis is the first policy brief series led and developed by young women and girls, to be published by UNGEI. The policy brief series draws on a series of intergenerational dialogues held in 2020, which covered different issues on gender, education and COVID-19. This includes school reopening, the gender digital divide, the "shadow pandemic" and youth-led activism in the time of COVID-19. 
Media and Information Literacy: A Practical Guidebook for Trainers Année de publication: 2021 Auteur: Sylvia Braesel | Thorsten Karg Auteur institutionnel: DW Akademie This guidebook provides MIL trainers with background information, training ideas, methods and worksheets. The book also provides sample training schedules to help you determine the length of time needed to teach individual aspects of media and information literacy.