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Mind the Gap: The State of Girls’ Education in Crisis and Conflict 발행 연도: 2021 단체 저자: Inter-agency Network for Education in Emergencies (INEE) This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises. The report draws from data on 44 crisis-affected countries, from recent research, and from a set of case studies of interventions in a range of crisis-affected contexts. 
On Education & Democracy: 25 Lessons from the Teaching Profession 발행 연도: 2019 저자: Susan Hopgood | Fred van Leeuwen 단체 저자: Education International (EI) On the occasion of the 25th anniversary of Education International, the authors have selected 25 lessons which educators and their organizations have learnt throughout history on education and democracy.These lessons serve as a set of recommendations to every classroom teacher working at all levels in education systems and in their education unions. These lessons are an invitation to take a stand in favour of democracy and its institutions and to consider contributions that teachers, schools, universities and representative organizations can make to solidify and progress democratic life. Sobre la educación y la democracia: 25 lecciones de la profesión docente 발행 연도: 2019 저자: Susan Hopgood | Fred van Leeuwen 단체 저자: Education International (EI) Con motivo del 25o aniversario de la Internacional de la Educación, que actualmente reúne a los sindicatos de la educación de 170 países, que representan a 32,5 millones de docentes y personal de apoyo educativo, hemos seleccionado 25 lecciones sobre la educación y la democracia que el personal docente y sus organizaciones han aprendido a lo largo de la historia. Nuestras lecciones ofrecen una serie de recomendaciones destinadas a todo el personal docente que trabaja en todos los niveles de nuestros sistemas educativos y en sus sindicatos de la educación. Estas lecciones son una invitación a posicionarse en favor de la democracia y sus instituciones y a analizar las contribuciones que el profesorado, las escuelas, las universi- dades y las organizaciones que los representan pueden aportar para consolidar y hacer progresar la vida democrática. Éducation & démocratie: 25 leçons de la profession enseignante 발행 연도: 2019 저자: Susan Hopgood | Fred van Leeuwen 단체 저자: Education International (EI) À l’occasion du 25e anniversaire de l’Internationale de l’Éducation, qui regroupe actuellement les syndicats nationaux de l’éducation de 170 pays représentant 32,5 millions d’éducateur·rice·s et de membres des personnels de soutien à l’éducation, les auteurs ont sélectionné 25 leçons que les éducateur·rice·s et leurs organisations ont tirées sur l’éducation et la démocratie au long de l’histoire. Ces leçons établissent une série de recommandations destinées à tou·te·s les enseignant·e·s travaillant à tous les niveaux de nos systèmes éducatifs et de leurs syndicats d’ensei- gnement. Les leçons sont une invitation à prendre position en faveur de la démocratie et de ses institutions et à examiner les contributions que les enseignant·e·s, les écoles, les universités et les organisations représentatives peuvent apporter pour consolider et faire avancer la vie démocratique. 
Gender Inequality and Early Childhood Development: A Review of the Linkages 발행 연도: 2017 단체 저자: Plan International This paper aims to respond to the fact that Early Childhood Development initiatives and programmes, both internal and external, often appear to give limited attention to gender inequality and discrimination. Furthermore, initiatives to promote girls’ rights and gender equality often pay little attention to early childhood, instead focusing on older girls and adolescents. 
توصيات مؤتمر " التربية في سبيل التماسك الاجتماعي في لبنان " 발행 연도: 2009 단체 저자: American University of Beirut الملف عبارة عن التوصيات التي خرج بها مؤتمر "التربية والتماسك الاجتماعي في لبنان"، والذي أقيم بالجامعة الامريكية في بيروت. التوصيات تتعاطى مع تحديات التماسك الاجتماعي في لبنان باختلاف طوائفه ومكوناته العرقية. أستمر هذا المؤتمر ثلاث أيام وحضرها مجموعة من المشاركين من لبنان وخارجه. Recommendations of the Conference on "Education for Social Cohesion in Lebanon" 발행 연도: 2009 단체 저자: American University of Beirut The file is a summary of the recommendations that came out of the "Education and Social Cohesion in Lebanon" conference, which was held at the American University in Beirut. The recommendations deal with the challenges of social cohesion in Lebanon with its different sects and ethnic components. This conference lasted for three days and was attended by a group of participants from Lebanon and abroad. 
Gender-Responsive Education: Toolkit for Teachers, Teacher Educators, School Managers and Curriculum Developers in Africa 발행 연도: 2020 저자: Dawit Mekonnen | Haregewoin Cherine 단체 저자: UNESCO International Institute for Capacity-Building in Africa (IICBA) This GRE Toolkit is intended to address gender equality in education through intervention across the whole education sector. More specifically, the toolkit contributes to the enhancement of institutional capacities to develop gender responsive curricula, evaluate teaching-learning materials, organize/create gender responsive classroom interaction, eliminate stereotypes in teaching and learning materials, support improvement of the teaching methods and learning assessment techniques in schools and Teacher Training Institutes.The Toolkit is a guide for educators who plan to facilitate gender-responsive education. As such it consists of activities, tools and notes to the facilitators in addition to presenting conceptual discussions and relevant data. 
Toolkit for Inclusive Early Childhood Education and Care (ECEC): Providing High Quality Education and Care to All Young Children 발행 연도: 2021 단체 저자: European Commission | European Union (EU) Early childhood education and care (ECEC) is the first step on the lifelong learning ladder. It provides young children with professional support to grow, learn and flourish. While it benefits all children, it is even more crucial to children who may face additional needs or difficulties due to individual or family circumstances, e.g. children living in poverty or precarious conditions, children with disabilities or special learning needs, or children from a migrant background or from a minority ethnic community. All children must therefore be able to benefit from high quality ECEC, independently from their individual or family circumstances. It helps them develop to the best of their abilities and supports their well-being. The European Union 2019 Council Recommendation for High-Quality Early Childhood Education and Care Systems offers a Quality framework for ECEC to support Member States to work towards achieving higher quality and more inclusive ECEC systems. The 2020 Communication from the European Commission on achieving the European Education Area by 2025 announced the release of a European toolkit for inclusion in ECEC, drawing on exchange of best practice and the input of experts and stakeholders. The Toolkit for inclusion in ECEC recalls political commitments made e.g. in the European Pillar of Social Rights, policy recommendations which have been adopted by EU Member States as well as research findings. They all converge towards the need and will to develop more inclusive ECEC systems and settings. To ensure equity for all children in accessing and benefitting from ECEC, the toolkit includes a set of practical solutions and measures to inspire ECEC policy makers at the national, regional or local level, as well as ECEC practitioners. It includes examples of good practice in ECEC settings and identifies useful ideas and resources to inspire leaders and staff across Europe to progress towards practice that is more inclusive. The toolkit aims to inspire decision-makers to use the examples of good practice to create appropriate conditions that can benefit all children and families. 
Applying a Whole School Approach to Prevent School-Related Gender-Based Violence: Lessons From Zimbabwe 발행 연도: 2021 단체 저자: United Nations Girls' Education Initiative (UNGEI) In 2018, the United Nations Girls’ Education Initiative (UNGEI) along with the Forum for African Women Educationalists Zimbabwe Chapter (FAWEZI), with support from UNICEF, launched a pilot initiative to test whether and how the eight domains and minimum standards can be operationalized in schools. Miske Witt & Associates (MWAI), a technical partner in the initiative, supported FAWEZI to design and monitor interventions aligned to the minimum standards. The pilot was implemented in ten schools (five primary and five secondary) across two districts in Zimbabwe.Implemented over the period October 2018 – December 2020, including during the COVID-19 lockdown, this policy note briefly describes the pilot, highlights what worked and lessons and recommendations for policy action. The target audience for this policy note are education practitioners, policymakers, researchers and donors.