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One in Five Children, Adolescents and Youth is Out of School (UIS Fact Sheet No. 48) Год публикации: 2018 Организация-автор: UNESCO Institute for Statistics (UIS) This fact sheet presents the latest UIS data on education available as of February 2018.Three years after the adoption of Sustainable Development Goal 4 (SDG 4) and the promise to provide universal primary and secondary education, there has been no progress in reducing the global number of out-of-school children, adolescents and youth. As the SDG 4–Education 2030 Steering Committee meets in Paris, the UNESCO Institute for Statistics (UIS) has released this fact sheet, highlighting trends at the global and regional levels, to inform discussions and provide stakeholders with the data needed to target policies, strategies and resources to get all children, adolescents and youth in school and learning. 
Fostering Digital Citizenship through Safe and Responsible Use of ICT: A Review of Current Status in Asia and the Pacific as of December 2014 Год публикации: 2015 Организация-автор: 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 Год публикации: 2016 Организация-автор: 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. 
Education and Crisis (The Blue Dot Issue 3, 2016) Год публикации: 2016 Организация-автор: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In this third issue of The Blue Dot, we have chosen to focus on the often forgotten aspect of education in the context of crises. While relief efforts tend to focus on emergency responses such as providing food and shelter, more often than not rebuilding schools and ensuring that students continue to attend their classes are not considered priorities. At UNESCO MGIEP, we believe that when education is relegated to the side-lines, there is little hope for a country and its citizens to recover.In this issue, we have brought together expert contributors from academia and the field—from countries such as Afghanistan, Nepal and South Sudan—and have dedicated a large section to the ongoing civil conflict in Syria, which will soon enter its fifth year. With almost half of Syria’s population living as refugees or as internally displaced persons, an entire generation of young people risks losing out on stability and a better future. Our Syria Section explores how these young people, with a particular focus on those who have sought refuge in Germany, are faring and what their hopes are for the future.In other parts of the magazine, we focus on technology and on how modern information and communications technologies (ICTs) can help students access a better education. From impoverished communities in Calcutta using Skype to connect with teachers around the world, to new interactive platforms built for young people to discuss global issues, we hope the stories and experiences we have collected for our readers will give a new and fresh perspective on what it means for education when a crisis hits. We also hope that you enjoy our photo contest, which drew more than 100 entries from young people around the world on what “education and crisis” means to them. 
Education & Extremism: Waging Peace in the Classroom (The Blue Dot Issue 4, 2016) Год публикации: 2016 Организация-автор: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In this fourth issue of The Blue Dot, we have decided to focus on education as a tool for both preventing violent extremism and—sometimes—even propagating extremist ideologies. This issue reflects UNESCO MGIEP’s commitment to advancing the fundamental role of education as a means to changing mindsets and, ultimately, bringing about more peaceful societies.From an interview with award-winning social entrepreneur Prof. Sugata Mitra on the role of technology in revolutionizing education, to a foreword by Secretary-General Ban Ki-moon on the UN’s response to violent extremism, our contributors come from a host of different countries and backgrounds. What brings them together, however, is a call for changing current education systems. This is espoused even more clearly in a piece by Prof. K.P. Mohanan, who uses inquiry-driven approaches to prompt youth to question blind faith in any form of ideology or indoctrination.In this issue we also discuss UNESCO MGIEP’s activities in raising awareness of the strong link between education and radicalization and violent extremism, including our flagship Talking Across Generations (TAG) event which brought together policymakers and young people in an open discussion in Delhi this February. The outcome was a statement calling for greater inclusiveness and more space for young people to shape the policies that ultimately affect them.Just like our events, The Blue Dot is a platform for individuals from different backgrounds and walks of life who might have divergent ideologies, beliefs, and values, all of which may have prevented them from coming together to debate some of the most pressing issues of our time—including the global concern surrounding the rise in violent extremism. When individuals feel free to discuss, share ideas and question their beliefs, they can begin to think creatively and critically about the world and their surrounding environment. The challenge is to avoid lecturing or preaching to young people, but to provide youth with a safe space to discuss contentious issues in an open, inclusive and transparent manner.An open dialogue on violent extremism is a step towards providing young people with opportunities to ask questions and to reflect on their own beliefs, assumptions, and values, including animosities, prejudices, hatred and intolerance. At UNESCO MGIEP we believe that individuals who feel connected to others across political, religious or cultural divides also share a sense of responsibility for the world in which they live. 
The Seen Unseen: Improving Education for the Invisible Billion Difference Learners (The Blue Dot Issue 5, 2017) Год публикации: 2017 Организация-автор: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) MGIEP believes that addressing the needs of children with difference learning offers a unique opportunity to build the competency of understanding, respect and appreciation between the children and the rest of their peers in school.It provides the Institute favorable conditions to put in practice how inclusive education is a necessary condition for building peaceful and sustainable societies. Many of the Information Technology pedagogical tools developed by the Institute lend themselves to children with difference learning.Transforming the education system in such a manner will allow mainstream schools to provide a learning platform that breaks down barriers across learning types and provide the equitable access to education that is a fundamental Sustainable Development Goal.We are, in this issue of The Blue Dot, privileged to read from some of the world’s best experts on the subject describing the challenges at hand and suggesting ways and means of addressing the lacuna present in curricula and policy. As always, we dedicate a special section to reflecting the voices of young people in our discussion. I am especially honoured and delighted to present a foreword from a young entrepreneur who has not allowed his neurobiological dyslexic condition to prevent him from pursuing his dreams to help others. 
All Together Now!: A Whole School Approach to Anti-bullying Practice Год публикации: 2010 Организация-автор: Save the Children All Together Now! provides learning and examples of good practice for teachers and school management teams, in order to encourage a culture in which bullying is less likely to occur. In particular, this report recognises the benefits of two strategies to instil an anti-bullying culture within any school. First, it describes a whole school approach to tackling bullying and promoting positive behaviour, with children and young people participating in their school’s decision-making processes. Positive changes in school anti-bullying policy, together with the ongoing development of better professional practice and peer support, are more likely if everyone connected to the school is informed and offered the opportunity to play a part. Second, All Together Now! demonstrates how creating an effective anti-bullying ethos is dependent upon creating a ‘telling environment’. To achieve this, pupils, staff, and parents and carers need to be consulted and involved. 
The necessity of darkness. The pedagogic imperative to teach about the death camps How much knowledge about the Holocaust is too much for students? How early is too early to begin to teach about the event? How do we find the correct balance between teaching about the atrocities and teaching about Jewish agency? The Azrieli Graduate School of Jewish Education and Administration debate these and other pedagogical questions in these pages. (By the publisher) 
The duty to remember: Holocaust remembrance and education in contemporary France Though the decades following the liberation of France in 1944 were characterized by myths and repressions, since the 1970s historians, filmmakers, educators, the general public, and government officials have made considerable efforts to reconcile the dark aspects of France's history and to integrate them into French memory and national history. As Vichy's involvement in the perpetration of the Holocaust moved from the periphery into the mainstream of French consciousness, so did Holocaust remembrance and education. Though for several decades these initiatives appear to have provided a symbolic protection against anti-Semitic acts, the 21st century has been marked by a resurgence of anti-Semitic incidents in France. This paper explores the evolution of France's memory of Vichy's anti-Semitism, the measures taken to incorporate Holocaust remembrance and education into national memory and history, and the reasons why these measures no longer appear to have the same effect in contemporary France. (By the author) Complicating Issues in Holocaust Education Confronting the Holocaust in a classroom setting involves a complex undertaking that demands careful planning as educators develop and present curricula on the subject to their students. This article explores another problematic factor involved in teaching the Shoah, that is, several issues that exist outside the content/pedagogical framework but that nonetheless may exert a major influence on the teaching of the subject. These issues affect the environment that surrounds Holocaust education and, therefore, can have a considerable impact on the teaching of the subject. (By the author)