Plateforme GCED

Training of Trainers Report: For the Project on: Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries Année de publication: 2017 Auteur institutionnel: UNESCO International Institute for Capacity-Building in Africa (IICBA) The overall framework of this project is to create a critical mass of teachers who can implement effective teaching and learning, producing economically productive and peace-loving youth. The project has a shortterm objective of training at least 8,000 young teachers through the Training of Trainers (TOT) model. The medium-term objectives will contribute to the 2030 SDGS. The long-term objectives are in line with AU’s Agenda 2063, which promotes increased regional integration, peace and stability, and equitable economic development.

ما هي العوامل التي تدفع الشباب إلى رفض التطرف العنيف؟: نتائج تحليل استكشا في تم إجراؤه في الضفة الغربية Année de publication: 2015 Auteur: Kim Cragin | Melissa A. Bradley | Eric Robinson | Paul S. Steinberg Auteur institutionnel: RAND Corporation أدت الهجمات الإرهابية المستمرة وتورط مقاتلين أجانب في سوريا والعراق إلى زيادة الاهتمام بين صانعي السياسات وإنفاذ القانون والصحفيين والأكاديميين على جانبي المحيط الأطلسي بشأن موضوع التطرف الإرهابي. العديد من العوامل التي تدفع الأفراد أو تدفعهم نحو التطرف محل نزاع داخل مجتمع الخبراء. بدلاً من فحص العوامل التي تؤدي إلى التطرف وارتكاب أعمال إرهابية ، يتخذ هذا التقرير مقاربة جديدة. ما هي العوامل التي تدفع الشباب إلى رفض التطرف العنيف؟ نتائج التحليل الاستكشافي في الضفة الغربية تعالج بشكل تجريبي موضوع لماذا يرفض الشباب التطرف العنيف. للقيام بذلك ، يركز المؤلفون على الضفة الغربية الفلسطينية. يبدأ التقرير بنموذج نظري ثم يختبر هذا النموذج بالبيانات التي تم جمعها من خلال المقابلات والمسح المنظم. في هذه الدراسة ، تم إجراء عشر مقابلات شبه منظمة مع سياسيين من حماس وفتح في عام 2012. إلى جانب هذه المقابلات ، أجرى المؤلفون مسحًا على 600 شاب (تتراوح أعمارهم بين 18 و 30 عامًا) يعيشون في الخليل وجنين ورام الله.تظهر النتائج الشاملة لهذا الجهد أن (1) رفض التطرف العنيف ، بالنسبة لسكان الضفة الغربية ، هو عملية ذات مراحل وخيارات متعددة في كل مرحلة. (2) تلعب الأسرة دورًا أكبر من دور الأصدقاء في تشكيل المواقف تجاه اللاعنف ؛ (3) الديموغرافيات ليس لها تأثير كبير على المواقف تجاه اللاعنف. و (4) تختلف مناهضة العنف نظريًا عن اختيار عدم الانخراط في العنف.

What Factors Cause Youth to Reject Violent Extremism?: Results of an Exploratory Analysis in the West Bank Année de publication: 2015 Auteur: Kim Cragin | Melissa A. Bradley | Eric Robinson | Paul S. Steinberg Auteur institutionnel: RAND Corporation Continued terrorist attacks and the involvement of foreign fighters in Syria and Iraq have prompted a surge of interest among policymakers, law enforcement, journalists, and academics on both sides of the Atlantic on the topic of terrorist radicalization. Many of the factors that push or pull individuals toward radicalization are in dispute within the expert community. Instead of examining the factors that lead to radicalization and the commission of terrorist acts, this report takes a new approach. What Factors Cause Youth to Reject Violent Extremism? Results of an Exploratory Analysis in the West Bank empirically addresses the topic of why youth reject violent extremism. To do this, the authors focus on the Palestinian West Bank. The report begins with a theoretical model and then tests this model with data gathered through structured interviews and a survey. For this study, ten semistructured interviews were conducted with politicians from Hamas and Fatah in 2012. Along with these interviews, the authors conducted a survey among 600 youth (ages 18–30) who lived in Hebron, Jenin, and Ramallah.The overarching findings from this effort demonstrate that (1) rejecting violent extremism, for residents of the West Bank, is a process with multiple stages and choices within each stage; (2) family plays a greater role than friends in shaping attitudes toward nonviolence; (3) demographics do not have a significant impact on attitudes toward nonviolence; and (4) opposing violence in theory is distinct from choosing not to engage in violence.

5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) Année de publication: 2021 Auteur: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva Auteur institutionnel: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4

5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 2 & Special Session) Année de publication: 2021 Auteur: Miho Taguma | Leanne Riley | Valeria Damiani | Nandini Chatterjee | Valerie Shapiro | Pablo Pincheira | Nicolas Jonas | Denis Barrett | Doug McCall | Antoine Marivin | Cheoljin Yang | Sunkyung Lee Auteur institutionnel: UNESCO | APCEIU Strand 2 – What does progress in transformative education look like – a look at recent global and regional data Plenary session 2Building upon Strand 1, this session examined transformative education through the lens of regional and global comparative data in relation to SDG Target 4.7. The discussion identified the progress made, and remaining gaps in existing monitoring and assessment frameworks.Moderator: Mr Sobhi Tawil, Director, Future of Learning and Innovation, UNESCOMs Miho Taguma, Senior Policy Analyst on OECD Learning Compass 2030 and SDG 4.7Ms Leanne Riley, Unit Head, Surveillance, Monitoring and Reporting, Department of Noncommunicable Diseases (NCDs), World Health OrganizationMs Valeria Damiani, Associate Professor, La Libera Università Maria SS. Assunta (LUMSA) University, ItalyMr Carlos Henríquez Calderon, Coordinator of the Latin American Laboratory for Assessment of the Quality Education (LLECE), Regional Bureau for Education in Latin America and the Caribbean (OREALC), UNESCO Santiago Office Concurrent sessions 2The concurrent sessions engaged in an in-depth discussion on three selected major gaps in transformative education, identified opportunities and made suggestions on the way forward. Session 2.1 – How to address social and emotional dimensions of learning in assessment?The increasing integration of social and emotional learning (SEL) into curricula has raised questions regarding feedback and assessment. Drawing on research, policy and practice, this session examined possibilities and gaps in SEL.Moderator: Ms Cecilia Barbieri, Chief, Section of Education for Global Citizenship & Peace, UNESCOMs Nandini Chatterjee, Senior National Project Officer, UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP)Ms Valerie Shapiro, Associate Professor, University of California Berkeley, USAMr Pablo Pincheira, Training Director, Forja Chile, Chile Session 2.2 – Making adult learning and education visible within lifelong learning: strengthening non-formal education for individual, social and system level transformationThis session presented local initiatives that have embedded ESD and GCED into lifelong learning systems through policy/strategy development and project implementation, as well as progress made in building learning cities. Moderator: Mr Jose Roberto Guevara, President, International Council for Adult EducationSpeakers:Mr Nicolas Jonas, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Ms Mo Winnie Wang, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Mr Denis Barrett, Coordinator of Cork Learning City, Ireland Session 2.3 – What do we need to monitor/measure/assess in transformative education - gaps and opportunities?The session focused on promising practices and remaining gaps in capturing the transformation of individuals, societies and education. The key question addressed was how quality teaching and learning can be guided based on the evidence available.Moderator: Dr Marcia McKenzie, Director, MEECE Project and SEPN, and Professor, the University of Melbourne, AustraliaMr Doug McCall, Executive Director, International School Health NetworkMr Antoine Marivin, Project Manager, UNICEF-East Asia and Pacific Regional Office (EAPRO)Dr Julia Kim, Programme Director, the Gross National Happiness Centre, Bhutan Special Session by the Host Country (Plenary) – Experiences from the Republic of Korea and Beyond: Progress, Challenges and New VisionsThe Special Session discussed the Korean experience on SDG Target 4.7, at the domestic and international level. Good practices, emerging trends and lessons learnt were shared, suggesting key agendas, challenges, and visions towards 2030 and transformative education.Moderator: Mr Soon-yong Pak, Professor, Yonsei University, Republic of KoreaSpeakers:Mr Hwanbo Park, Professor, Chungnam University, Republic of KoreaMr Cheol-Jin Yang, Teacher at Songwoo Middle School & Co-Founder/Director of Neuroo, Republic of KoreaDiscussants:Ms Sun-Kyung Lee, Professor, Cheongju National University of Education, Republic of KoreaMr Aaron Benavot, Professor, University of Albany, USA Links to Strand 1 / Strand 3 / Strand 4

Training of Trainers Report: For the Project on: Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries Année de publication: 2017 Auteur institutionnel: UNESCO International Institute for Capacity-Building in Africa (IICBA) The overall framework of this project is to create a critical mass of teachers who can implement effective teaching and learning, producing economically productive and peace-loving youth. The project has a shortterm objective of training at least 8,000 young teachers through the Training of Trainers (TOT) model. The medium-term objectives will contribute to the 2030 SDGS. The long-term objectives are in line with AU’s Agenda 2063, which promotes increased regional integration, peace and stability, and equitable economic development.

Global Message of Peace 2017 by Forest Whitaker, UNESCO Special Envoy for Peace and Reconciliation Année de publication: 2017 Auteur institutionnel: UNESCO International Institute for Capacity-Building in Africa (IICBA) Global Message of Peace 2017 by Forest Whitaker, UNESCO Special Envoy for Peace and Reconciliation

Improving the Quality of Professional Training of Graduates of Higher Technical Educational Institutions of Uzbekistan Année de publication: 2021 Auteur: Nazira Akhmedova | Nodira Ergasheva The article deals with the satisfaction of the needs and interests of students of higher educational institutions related to their future professional activities and special training, the introduction of new state educational standards, structural reform and modernization of higher education, updating the content of vocational education, educational technologies, forms of organization of the educational process to be solved with with the help of independent work, and advanced training of students.

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