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What Makes a Quality Curriculum?: In-Progress Reflection No.2 on Current and Critical Issues in Curriculum and Learning Année de publication: 2016 Auteur: Philip Stabback Auteur institutionnel: UNESCO International Bureau of Education (IBE) Sustainable Development Goal Four has to do with education in the post-2015 development agenda. It aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.Given the essential role of curriculum in enabling quality learning and in articulating and supporting education that is relevant to holistic development, our purpose in this paper is to identify what makes a quality curriculum, so as to support curricular innovation in UNESCO Member States to the end of the realization of Sustainable Development Goal Four.In this we are assuming that curriculum, given its essential role in the provision of quality learning for all children and young people, and in articulating and supporting education that is relevant to holistic development, is critical in the realization of SDG 4. It is the curriculum that determines to a large extent whether education is inclusive, thus playing a significant role in ensuring that provision is equitable. It is the curriculum that provides the structure for the provision of quality learning, especially where teachers might be under-qualified and inexperienced, their classrooms under-resourced, and their students lacking the prior frameworks within which to situate their learning. And it is the curriculum that articulates both the competencies necessary for lifelong learning and the competencies needed for holistic development.We thus argue that curriculum lies at the crossroads of these four key aspects of SDG 4: that education should be (1) inclusive and equitable, (2) characterized by quality learning, (3) promoting lifelong learning, and (4) relevant to holistic development. Curriculum, in other words, provides the bridge between education and development – and it is the competencies associated with lifelong learning and aligned with development needs, in the broadest, holistic sense of the term, that span that bridge. 
Content, Comprehensiveness and Coherence in Policies for Early Childhood: How the Curriculum Can Contribute Année de publication: 2016 Auteur: María Isabel Díaz Auteur institutionnel: UNESCO International Bureau of Education (IBE) In the context of international agreements and commitments concerning early childhood, the purpose of this document is to review and renew the challenges that are involved in forging educational and curriculum policies for the first level of education. In the light of early childhood being increasingly included in the public agenda, countries are making sustained efforts to increase equity and quality in the design and implementation of policies for the early years.These are policies that are in the process of changing by including quality and participation criteria; fine-tuning monitoring and assessment mechanisms; going beyond the lack of sectoral and territorial coordination, among other limitations; moving from a needs-based approach to a rights-based approach; and adopting a comprehensive view. The document analyses, from a long-term public policy perspective, some of the challenges that second-generation policies face, positioning the curriculum as the articulating factor for the development of comprehensive policies for early childhood. 
Fostering Digital Citizenship through Safe and Responsible Use of ICT: A Review of Current Status in Asia and the Pacific as of December 2014 Année de publication: 2015 Auteur institutionnel: UNESCO Bangkok The publication examines various interventions to address issues concerning cybersafety, rights, and wellness. It provides a synthesis of various policy responses, programmes, and initiatives implemented by governments, international organizations, civil society, and the private sector.The report ends with a preliminary set of recommendations with regards to policy, research, education, and partnerships. It is hoped that the report can provide an insight into the current status of digital citizenship in the region and consequently highlight the importance of maintaining a conscious balance of opportunities and risks when dealing with ICT. 
A Policy Review: Building Digital Citizenship in Asia-Pacific through Safe, Effective and Responsible Use of ICT Année de publication: 2016 Auteur institutionnel: UNESCO Bangkok This report is a major output of the project. The policy review described in this report took stock of national policies in 22 Member States in the Asia-Pacific region and assessed the capacity of their education sectors to foster digital citizenship among children aged 0-18.It is encouraging to note from the study that surveyed Member States’ policies to promote ICT opportunities mature alongside policies that address potential risks, at varying levels of policy maturity. However, while the surveyed Member States recognize the importance of equipping children with ICT skills and providing basic infrastructure, the findings indicate that there is much to be done for young learners (e.g. early childhood education and lower primary education) in introducing the concept of safe, effective and responsible use of ICT to their national curriculum as well as to their teacher professional development programmes. 
Addressing Anti-semitism through Education: Guidelines for Policymakers Année de publication: 2018 Auteur institutionnel: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) A new UNESCO and OSCE co-publication takes up the challenge of educating learners to resist contemporary anti-Semitism at a time when the issue is becoming ever more crucial around the world. It suggests concrete ways to address anti-Semitism, counter prejudice and promote tolerance through education, by designing programmes based on a human rights framework, global citizenship education, inclusiveness and gender equality.It also provides policymakers with tools and guidance to ensure that education systems build the resilience of young people to anti-Semitic ideas and ideologies, violent extremism and all forms of intolerance and discrimination, through critical thinking and respect for others. Prévenir l’antisémitisme par l’éducation: Lignes directrices à l’intention des décideurs politiques Année de publication: 2018 Auteur institutionnel: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Cette nouvelle publication UNESCO/OSCE relève le défi de l’antisémitisme contemporain à un moment où la question devient de plus en plus cruciale dans le monde entier. Elle propose des moyens concrets pour combattre l’antisémitisme, lutter contre les préjugés et promouvoir la tolérance par l’éducation, sur la base de programmes fondés sur les droits humains, l’éducation à la citoyenneté mondiale, l’inclusion et l’égalité des sexes. Elle fournit également aux décideurs politiques des outils et des recommandations pour garantir que les systèmes éducatifs renforcent la résilience des jeunes aux idées et idéologies antisémites, à l’extrémisme violent et à toutes les formes d’intolérance et de discrimination, par l’acquisition d’une pensée critique et le respect des autres. Addressing Anti-semitism through Education: Guidelines for Policymakers Année de publication: 2018 Auteur institutionnel: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) A new UNESCO and OSCE co-publication takes up the challenge of educating learners to resist contemporary anti-Semitism at a time when the issue is becoming ever more crucial around the world. It suggests concrete ways to address anti-Semitism, counter prejudice and promote tolerance through education, by designing programmes based on a human rights framework, global citizenship education, inclusiveness and gender equality.It also provides policymakers with tools and guidance to ensure that education systems build the resilience of young people to anti-Semitic ideas and ideologies, violent extremism and all forms of intolerance and discrimination, through critical thinking and respect for others. 
التعليم كوسيلة للتعافي: معالجة صدمة النزوح من خلال التعلم الاجتماعي والعاطفي Année de publication: 2019 وتتناول هذه الوثيقة أنشطة التعليم النظامي وغير النظامي، ولا سيما الأنشطة التي تركز على التعلم الاجتماعي والعاطفي، كنهج واعد لتوفير الدعم النفسي والاجتماعي للمهاجرين واللاجئين في مواجهة الآثار السلبية للصدمات التي تعرضوا لها. وتغطي الوثيقة سياقات الطوارئ والأوضاع المجتمعية التي تقود فينهاية المطاف إلى استقرار أطفال المهاجرين واللاجئين. كما تغطي الدراسة مسألة توفير التعليم وبيئة التعلم؛ ومحتوى التعليم والتعلم لكل من الأطفال وأولياء أمورهم؛ والدور الذي يمكن أن يقوم به المعلمون وغيرهم من المهنيين . Education as healing: addressing the trauma of displacement through social and emotional learning Année de publication: 2019 The conditions under which migrants and refugees have to leave their homes and homelands can be traumatic in the extreme. Whether they have crossed the Mediterranean in an overcrowded and unsafe boat, been barricaded in a Syrian basement for protection from shelling, or been chased away from a burning village in Myanmar, the events of their departures and their journeys can leave scars on those affected – and none more than on children who have witnessed and experienced death, loss, violence, separation from family and prolonged insecurity. Even those fortunate enough to find a sanctuary often face further hardship or discrimination in their host communities that can exacerbate their vulnerability. 
Youth and the Field of Countering Violent Extremism Année de publication: 2018 Auteur: Marc Sommers Most youth are peaceful. Even if the field known as “countering violent extremism” (CVE) did not exist, most young people still would not join a violent extremist organization (VEO). At the same time, the overwhelming majority of people who become violent extremists are youth — most of whom are male. The challenge at the center of CVE is thus an unusual one: identifying the fraction of youth populations most likely to enter a VEO and thwarting that option. This paper investigates that challenge, with analysis featuring interviews with 21 experts and over 400 publications on violent extremism, CVE, and youth. Two correlations inform this work: the direct relationship between nations with “youth bulge” populations and state repression, and the connection between state repression and increased violent extremism, with repressive states usually targeting male youth.