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Children on the Move Auteur institutionnel: United Nations Children's Fund (UNICEF) World’s Largest Lesson is a collaborative education project to support the announcement of the United Nations Global Goals for Sustainable Development. Learning outcomes of the project: • Build an understanding of what life is like for people forced to flee their homes • Understand that migration has and continues to affect everyone 
The World Is Not Equal. Is That Fair? Auteur institutionnel: United Nations Children's Fund (UNICEF) World’s Largest Lesson is a collaborative education project to support the announcement of the United Nations Global Goals for Sustainable Development. Learning outcomes of the project: • To know there are different types of inequality • To present a concise but persuasive argument based on research • To explore the impact inequality can have on the wider society and economy 
Global Poverty Requires Local Solutions Auteur institutionnel: United Nations Children's Fund (UNICEF) World’s Largest Lesson is a collaborative education project to support the announcement of the United Nations Global Goals for Sustainable Development. Learning outcomes of the project: • To understand some of the reasons for poverty in India and Hyderabad • To appreciate the importance of skills and education in poverty reduction • To explore ways to raise income levels of people in Hyderabad who are living with an income of 3000 Indian Rupees per month 
Strategies to End School-Related Gender-Based Violence: The Experience of Education Unions in Africa Année de publication: 2019 Auteur: Rex Fyles Auteur institutionnel: Education International (EI) | United Nations Girls' Education Initiative (UNGEI) | Gender at Work This document draws on the experience of nine EI member organisations in seven African countries committed to combatting SRGBV in their contexts. It presents the wide range of actions and strategies education unions can initiate to confront the challenges SRGBV poses to their students, members, organisations and societies. This collection of union experiences is intended to inform and inspire education unions and their members to test their own approaches to eliminating SRGBV. The document will also inform other stakeholders in the education sector interested in learning more about the unique strengths and specific roles education unions can play as partners in collective efforts to end SRGBV.The document is divided into two parts. The first section focuses on actions these unions have taken internally to adapt decision- making structures, update policies and deploy resources to empower their members to act. The second section looks at how education unions have reached out to other stakeholders – legislators, ministries, civil society organisations, traditional leaders, parents, media and learners – to pursue coordinated strategies for change. Estrategias para poner fin a la violencia de género en el ámbito escolar: La experiencia de los sindicatos de la educación en África Année de publication: 2019 Auteur: Rex Fyles Auteur institutionnel: Education International (EI) | United Nations Girls' Education Initiative (UNGEI) | Gender at Work Este documento se basa en la experiencia de nueve organizaciones afiliadas de la IE en siete países africanos comprometidos a combatir la VGAE en sus contextos. Presenta una amplia gama de acciones y estrategias que los sindicatos pueden iniciar para afrontar los desafíos que plantea la VGAE a sus estudiantes, miembros, organizaciones y sociedades. El propósito de esta colección de experiencias sindicales es informar e inspirar a los sindicatos de la educación y sus miembros para que pongan a prueba sus propias iniciativas para eliminar la VGAE. El documento también informará a otros grupos, del sector educación, interesados en aprender más sobre las fortalezas únicas y el papel específico que los sindicatos de la educación pueden desempeñar como socios en los esfuerzos colectivos para acabar con la VGAE.El documento está dividido en dos partes. La primera sección se enfoca en acciones que estos sindicatos han emprendido internamente para adaptar las estructuras de toma de decisiones, actualizar las políticas y desplegar recursos para empoderar a los y las miembros para actuar. La segunda sección da una mirada a cómo los sindicatos de la educación han llegado a otros grupos de interés – legisladores, ministerios, organizaciones de la sociedad civil, líderes tradicionales, padres, medios de comunicación y estudiantes – para desarrollar estrategias coordinadas hacia el cambio. Stratégies pour éradiquer la violence fondée sur le genre en milieu scolaire : L’éxperience des syndicats de l’éducation en afrique Année de publication: 2019 Auteur: Rex Fyles Auteur institutionnel: Education International (EI) | United Nations Girls' Education Initiative (UNGEI) | Gender at Work Le présent document puise dans l’expérience de neuf organisations membres de l’IE dans sept pays africains engagés dans la lutte contre la VGMS dans leur contexte particulier. Il présente la large gamme d’actions et de stratégies que peuvent mettre en œuvre les syndicats de l’enseignement pour relever le défi que la VGMS pose à leurs membres et à leurs élèves, à leurs organisations et à leurs sociétés. Ce recueil d’expériences syndicales est destiné à informer et à encourager les syndicats de l’enseignement et leurs membres à tester leurs propres démarches pour éliminer la VGMS. Il éclairera également les autres acteurs de l’enseignement qui souhaitent en savoir davantage sur les forces uniques et les rôles spécifiques que peuvent jouer les syndicats de l’enseignement dans les efforts collectifs pour mettre fin à la VGMS.Ce document est organisé en deux parties. La première section examine les mesures prises par ces syndicats à l’interne pour adapter leurs structures décisionnelles, mettre à jour leurs politiques et déployer les ressources nécessaires pour permettre à leurs membres d’agir. La seconde section étudie la façon dont les syndicats de l’enseignement ont amorcé le dialogue avec d’autres parties prenantes (législateurs, ministères, organisations de la société civile, responsables traditionnels, parents, médias et élèves) pour mettre en œuvre des stratégies de changement coordonnées. 
Working to End School Related Gender Based Violence: Writings by Representatives of Education Unions From Eastern, West and Southern Africa Année de publication: 2019 Auteur: Shamim Meer Auteur institutionnel: Gender at Work | Labour Research Service (LRS) | Global Affairs Canada (GAC) | United Nations Girls' Education Initiative (UNGEI) | Education International (EI) School Related Gender Based Violence (SRGBV) is violence that undermines the bodily integrity, human rights, and gender equality of all those involved in the school but primarily that of the school child.In 2016, 7 teacher unions i.e. SADTU and NAPTOSA from South Africa, BETUZ and ZNUT from Zambia, UNATU from Uganda, ETA from Ethiopia and KNUT from Kenya and in 2018, SLTU from Sierra Leone, GTU from the Gambia and the staff from the Ghana-based Education International Regional Africa Office - actively engaged in a Gender at Work - Gender Action Learning Process (GAL).The main aim of this specific GAL process was to create a participatory EI pilot program in Southern, East and West Africa focusing on individual teachers’ and teacher unions’ capacity to address SRGBV. With the support of Gender at Work facilitators, participants strengthened their understanding of gender inequality and gender based violence in the context of the school. Throughout the GAL Process participants spoke from their hearts, sharing inspirational stories of change. 
Strengthening the Quality of Early Childhood Education and Care Through Inclusion Année de publication: 2020 Auteur: Susie Lee | Barbara Janta Auteur institutionnel: European Union (EU) The quality in Early Childhood Education and Care (ECEC) has risen up the policy agenda globally, leading to a general consensus that quality ECEC can lead to positive and equitable outcomes for all children. Given these contexts, the European Commission considers inclusion as an integral part of quality ECEC. However, ensuring effective access to quality ECEC for all children remains a challenge, especially for those from disadvantaged backgrounds. This is in part because both inclusion and quality ECEC are multi-faceted concepts. This present policy memo helps policymakers better understand this challenge and suggests some possible solutions. To do so, this memo introduces what inclusion means in education generally and in ECEC particularly, and then discusses how inclusion in ECEC is understood in the current EU policy context. Lastly, the memo summarises findings from recent EU-level projects on how inclusion is integrated into different aspects of quality in ECEC. 
Digital Education Action Plan 2021-2027: Resetting Education and Training for the Digital Age Année de publication: 2020 Auteur institutionnel: European Union (EU) The Digital Education Action Plan (2021-2027) outlines the European Commission’s vision for high quality, inclusive and accessible digital education in Europe.It is a call to action for stronger cooperation at European level to learn from the COVID-19 crisis during which technology is being used at a scale never seen before in education and training make education and training systems fit for the digital age 
The Future of Language Education in Europe: Case Studies of Innovative Practices; Analytical Report Année de publication: 2020 Auteur: Emmanuelle Le Pichon-Vorstman | Hanna Siarova | Eszter Szőnyi Auteur institutionnel: NESET II | European Union (EU) The main purpose of this report is to inspire educators and policy makers to innovate and implement forward-looking policies and practices in language education, by exploring novel approaches and strategies for language teaching across in Europe that support learners’ plurilingualism.