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Strategies to End School-Related Gender-Based Violence: The Experience of Education Unions in Africa 발행 연도: 2019 저자: Rex Fyles 단체 저자: 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 발행 연도: 2019 저자: Rex Fyles 단체 저자: 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 발행 연도: 2019 저자: Rex Fyles 단체 저자: 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 발행 연도: 2019 저자: Shamim Meer 단체 저자: 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. 
Global Vaccines Equity and Solidarity: For a Fair, Equitable and Timely Allocation of COVID-19 Vaccines in Africa; Series #1 발행 연도: 2021 단체 저자: UNESCO Harare African populations have been side-lined through the COVID-19 Vaccination roll-out process. A vaccination timeline taking Africa into 2023 would be unethical. African countries need to invest in their own structures and stop relying on colonial structures. There is a moral obligation to safeguard the population through equal distribution. This not only makes moral and ethical sense but also scientific and economic sense as a slow roll out in Africa will impact the rest of the world. First in a series of community engagement and experience sharing workshops launched on 14 April 2021. This fact sheet captures the main discussion outcomes. 
Roadmap for Integrating Global Citizenship and Liberation History in Teaching and Learning in SADC Member States 발행 연도: 2021 단체 저자: UNESCO The Roadmap for integrating GCED and SALH in teaching and learning in SADC member states is grounded in two visions: Identify common values and learning outcomes that can be advanced by GCED and SALH, with a view of promoting the sense of belonging, solidarity, and regional identity and integration. Guide education planners and practitioners to mobilize the GCED and SALH contents to contribute to the SADC vision of reconciliation, social cohesion, resilience, peace, solidarity, development, and freedom for future generations through promoting an education that equips young people with skills, values, knowledge, behaviours, and attitudes that critically and creatively address today’s local, national, regional, and global challenges through an inclusive lens. The objectives of this Roadmap are to: Provide general guidance and steps for the integration of SALH and GCED in curricula and teaching and learning practices in SADC member states; Provide articulations between the regional and local philosophical concepts and the GCED core values, such as ubuntu, to support a contextualized teaching of GCED values; Support countries to identify priority topics and steps towards integrating GCED and SALH in education policies in a manner that highlights the regional dimensions of liberation history, as well as universal values; Propose learning outcomes and competencies as well as teaching and learning approaches for GCED and SALH; Provide guidance on integration of GCED and SALH in teacher education programmes, as well as possible assessment methods. 
Languages in adult literacy: policies and practices during the 15 years of EFA (2000-2015) 발행 연도: 2015 저자: Clinton Robinson Linguistic diversity characterises many countries with large literacy needs. Meeting these needs will require a multilingual approach based on learning initial literacy in the learner’s mother tongue, with other languages used subsequently. This paper identifies five major challenges in implementing multilingual programmes, and traces the international policy developments over the 15 years of the EFA period. Four case studies – Mexico, Morocco, Papua New Guinea and Senegal – illustrate a range of policies, showing differing approaches and levels of commitment in providing literacy acquisition based on the mother tongue. The paper concludes with six policy orientations to guide action as part of the post- 2015 agenda. 
Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa 발행 연도: 2011 저자: Adama Ouane | Christine Glanz 단체 저자: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. Optimiser l'apprentissage, l'éducation et l'édition en Afrique: le facteur langue; étude bilan sur la théorie et la pratique de l'enseignement en langue maternelle et l'éducation bilingue en Afrique subsaharienne 발행 연도: 2011 저자: Adama Ouane | Christine Glanz 단체 저자: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. 
Global Message of Peace 2017 by Forest Whitaker, UNESCO Special Envoy for Peace and Reconciliation 발행 연도: 2017 단체 저자: UNESCO International Institute for Capacity-Building in Africa (IICBA) Global Message of Peace 2017 by Forest Whitaker, UNESCO Special Envoy for Peace and Reconciliation