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Not Just Hot Air: Putting Climate Change Education Into Practice Год публикации: 2015 Организация-автор: UNESCO This publication presents UNESCO’s work on Climate Change Education for Sustainable Development in 2012/2013, and intends to serve as a reference for similar work in the future.It provides: National case studies on five CCESD country pilots conducted by UNESCO in 2012/2013 in: Dominican Republic, Guyana, Mauritius, South Africa and Tuvalu. The case studies include an analysis and assessment of the undertaken CCESD capacity-building work for policy makers and teacher educators, lessons learnt about the implementation of the programme, and conclusions. 16 short country profiles from around the world on policy development regarding ESD and Climate Change Education. Recommendations on Climate Change Education in the context of Education for Sustainable Development, developed by UNESCO in order to establish a common understanding of what needs to be done to enhance education responses to climate change. This publication is intended to provide policy makers and teacher educators with a compact source of information on how to mobilize education to address climate change. 
Inclusion in Early Childhood Care and Education in High-Income Countries Год публикации: 2021 Организация-автор: Global Education Monitoring Report Team | UNESCO | Deloitte Access Economics This report reviews the international research and policy literature concerning approaches to inclusion in early childhood care and education (ECCE) in different high-income jurisdictions globally. Each chapter highlights examples of policies and practices which can foster inclusion in ECCE across the themes set out in the Global Education Monitoring (GEM) Report in 2020.As a critical period for children’s intellectual, emotional, social, physical and moral development, supporting inclusion in ECCE is of particular importance for supporting lifelong learning and equitable opportunities for all children. A number of key messages emerging from this review that are instructive to designing policies to promote inclusion in ECCE are summarised below. Inclusion in ECCE is fostered through complementary universal and targeted approaches to most aspects of ECCE governance, financing, policy and service delivery. The implementation of ECCE laws and policies is key to supporting inclusion. As the central actors delivering ECCE services, collaboration within the ECCE workforce is crucial to supporting a community of practice which leads and shares inclusion, while avoiding risks of specialisation. Finally, while many existing ECCE policies, resources and tools are grounded in a deficits-based approach to understanding need, inclusion may be better supported through an approach which focusses on child learning needs and strengths. 
Media and Information Literacy for Building Culture of Open Government: Proceedings of the International Conference (Khanty-Mansiysk, Russian Federation, 7–10 June 2016) Год публикации: 2017 Организация-автор: Interregional Library Cooperation Centre | UNESCO The International Conference on Media and Information Literacy for Building a Culture of Open Government was convened in Khanty-Mansiysk, Russian Federation, on 6 to 10 June 2016. The objectives of this pioneering forum were as follows: define the conceptual framework of open government/open government culture exchange innovative and creative experiences and best practices in open government; (3) discuss how MIL competencies of different governance stakeholders can foster (or facilitate) open government practice promote the adoption of MIL educational programmes as a requirement in open government adoption. 
Addressing Hate Speech on Social Media: Contemporary Challenges; Discussion Paper 01 Год публикации: 2021 Организация-автор: UNESCO | Oxford Internet Institute | European Union (EU) This paper is part of a collection of discussion papers, commissioned and produced by UNESCO and the United Nations Office of the Special Adviser on the Prevention of Genocide (OSAPG). The papers are a direct contribution to the United Nations Strategy and Plan of Action and are published in the context of the Multistakeholder Forum and Ministerial Conference on Addressing Hate Speech through Education in September and October 2021. The outbreak of the COVID-19 pandemic has highlighted the pertinence of the United Nations Strategy and Plan of Action, generating a wave of hate speech across the world –further exacerbating intolerance and discrimination towards particular groups and destabilizing societies and political systems. The discussion papers seek to unpack key issues related to this global challenge and propose possible responses and recommendations. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 3) Год публикации: 2021 Автор: Carmel Cefai | Dy Samsideth | Mieke van Ingelghem | Kiichi Oyasu Организация-автор: UNESCO | El Centro Asia Pacífico de Educación para el Entendimiento Internacional (APCEIU) Strand 3– What does progress in transformative education look like – the crucial role of teachers Plenary session 3Based on the findings of two global studies conducted by UNESCO and its partners, this session discussed what can be done to support teachers to feel more confident in their role and to effectively facilitate transformative education. Moderators: Ms Antonia Wulff, Director of Policy, Advocacy and Research, Education International, Mr Christophe Cornu, Senior Project Officer, Section of Education for Health and Well-being, UNESCOMr William Gaudelli, Dean, College of Education & Vice Provost for innovation in education, Lehigh University, USAMr Carmel Cefai, Professor, Department of Psychology, University of Malta, MaltaPanelists:Mr Anil Ramdewor, Ministry of Education, MauritiusMr Souphap Khounvixay, Advisor, Cabinet Office of the Minister for Education and Sports, Lao People's Democratic RepublicMs Miri Yemini, Professor, Department of Educational Policy and Administration, the Jaime and Joan Constantiner School of Education, Tel Aviv University, IsraelMr Bert Tuga, President, Philippines Normal University, PhilippinesMs Anh Duong Phuong, Teacher and youth activist for gender equality and girls’ rights, Viet NamMr Renato Jiménez Cabrera, teacher trainer, the Benemérita Escuela Nacional de Maestros, Mexico Concurrent sessions 3The session addressed key action areas in view of advancing the role and building the capacities of teachers to deliver ESD, GCED and education for health and well-being. Session 3.1 – Teacher preparednessModerator: Dr Jim Taylor, Research Associate, University of KwaZulu-Natal, South AfricaSpeakers:Dr Dy Samsideth, Deputy Director General for Education, Ministry of Education, Youth and Sport, CambodiaDr Mieke van Ingelghem, Lecturer, UC Leuven Limburg Teacher Education (UNESCO Associated Schools Network member), Belgium Session 3.2 – Teaching and learning resources and materialsModerator: Ms Yumiko Yokozeki, Director, UNESCO International Institute for Capacity Building in Africa (IICBA)Speakers:Mr Dennis Sinyolo, Director, Education International’s African Regional OfficeMs Mary Sichangi, Head of Department, Partnerships & Linkages, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)Mr Temechegn Engida, Program Officer, UNESCO International Institute for Capacity Building in Africa (IICBA) Session 3.3 – School and community supportModerator: Mr Carlos Vargas, Chief of Section of Teacher Development, UNESCOMr Carlos Enrique Rodoriguez Rivas, Head, National Teacher Training Institute, Ministry of Education, El SalvadorDr James Williams, Professor, School of Education and Human Development at George Washington University, USAMr Kiichi Oyasu, Director, Education Cooperation Department of Asia-Pacific Cultural Centre for UNESCO (ACCU), Japan Links to Strand 1 / Strand 2 & Special Session / Strand 4 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 4) Год публикации: 2021 Автор: Alexander Leicht | Nilantha Gunasekara | Aaron Benavot | Umair Mushtaq | Elena Diryugina | Libby Giles | Mónika Réti | Le Anh Vinh Организация-автор: 유네스코 | 유네스코 아시아태평양 국제이해교육원 Strand 4 – What does progress in transformative education look like – conclusions and next steps Plenary session 4The Strand assessed how to best capture progress including possible benchmarks and success indicators in addressing different aspects of transformative education and discussed the way forward.Moderator: Ms Vibeke Jensen, Director, Division of Peace and Sustainable Development, UNESCOPresentation of the key ideas for recommendation:Mr Alexander Leicht, Chief of Section of Education for Sustainable Development, UNESCODiscussants:Mr Nilantha Gunasekara, Deputy Director, School Health and Nutrition Branch, Ministry of Education, Sri LankaMs Chandrika Bahadur, Director, SDG AcademyMs Katarina Popovic, Professor, Department of Andragogy, University of Belgrade, Serbia & Secretary General, the International Council for Adult Education (ICAE)Mr Hyun Mook Lim, Director, APCEIUMr Aaron Benavot, Professor, University of Albany, USA Concurrent sessions 4In the concurrent sessions, concrete policy recommendations on advancing transformative education and creating enabling conditions were formulated by policymakers, practitioners and monitoring experts. Session 4.1 – Policy makersModerator: Mr Sam Loni, Programme Director, UN Sustainable Development Solutions Network, USASpeakers:Ms Catherine Matara, Assistant Director of Education, Ministry of Education, KenyaMs Sandra Allison Soria Mendoza, Head of the Environmental Education Unit and Environmental Education Specialist, Ministry of Education of PeruMs Saher Baig, Representative, Youth4Climate Session 4.2 – PractitionersModerator: Ms Monica Froehler, CEO, Ban Ki-moon Centre for Global CitizensSpeakers:Mr Umair Mushtaq, Project Manager, The Little Art, PakistanMs Elena Diryugina, Head of methodology and evaluation department, Investment to the Future, Russian FederationMs Libby Giles, Head of Global Citizenship, St Cuthbert’s College, Director, New Zealand Centre for Global Studies, New Zealand Session 4.3 – Monitoring experts on measurement frameworks, M&E, and dataModerator: Mr Ralph Carstens, Senior Research Advisor, International Association for the Evaluation of Educational Achievement (IEA)Speakers:Ms Mónika Réti, Representative of Hungary, UNECE working group on monitoring of the ESD strategyMr Le Anh Vinh, Deputy Director General, Viet Nam Institute of Educational Sciences (VNIES)Mr Hilaire Hounkpodoté, Coordinator of the Programme for the Analysis of Education Systems (PASEC), CONFEMENMr Guy-Roger Kaba, Coordinator of the Observatory on the Quality of Education, CONFEMEN Links to Strand 1 / Strand 2 & Special Session / Strand 3 
From Rights to Country-Level Action: Results of the Tenth Consultation of Member States on the 1960 Convention and Recommendation Год публикации: 2022 Автор: Rolla Moumné | Sharlene Bianchi Организация-автор: UNESCO The year 2020 marked a turning point for education worldwide. The impact of the COVID-19 pandemic not only amplified the difficulties and revealed existing weaknesses, but also brought the unpreparedness and lack of resilience of national education systems to the fore.The tenth consultation on the 1960 Convention against Discrimination in Education was conducted in precisely this context.Providing a valuable opportunity for States to take stock of the progress made in implementing Convention and sharing interesting national practices, the Consultation revealed continuous and new challenges the education sector faces. The unique timing of the consultation also created an opportunity to report on actions taken to faceadverse effects of the pandemic. This report analyzes and presents the Consultation findings, draws trends, and provides guidance for action. It shows how, by implementing the provisions of the Consultation, States can accelerate progress towards achieving Sustainable Development Goal 4, while invites a reflection on possibly reviewing the framework of the right to education to further respond to new challenges and put an end to increased inequalities worldwide. 
K-12 AI Curricula: A Mapping of Government-Endorsed AI Curricula Год публикации: 2022 Организация-автор: UNESCO Regulations on their own are insufficient to ensure AI as a common good for education and for humanity. All citizens need to be equipped with some level of AI literacy covering the values, knowledge and skills relating to AI. This report features key findings and recommendations of UNESCO’s global survey on AI curricula for K-12. It reveals that only 11 countries have developed and endorsed K-12 AI curricula and another four countries have AI curricula in development. This is a strong call for Member States to develop AI curricula for K-12 students, and to build stronger mechanisms to validate non-governmental AI curricula offered to balance the private-driven approach. The report also reveals that the learning outcomes of AI curricula need to be more focused on fostering creativity in crafting AI technologies and on contextual ethics. Teacher training is key to ensure the implementation of AI curricula, and teachers need to be trained on designing and facilitating project-based learning which is the most commonly used pedagogical methodology in existing AI curricula. The report also advises an ‘agnostic approach’ towards AI brands and products when introducing domain-specific AI technologies. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) Год публикации: 2021 Автор: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva Организация-автор: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 2 & Special Session) Год публикации: 2021 Автор: Miho Taguma | Leanne Riley | Valeria Damiani | Nandini Chatterjee | Valerie Shapiro | Pablo Pincheira | Nicolas Jonas | Denis Barrett | Doug McCall | Antoine Marivin | Cheoljin Yang | Sunkyung Lee Организация-автор: UNESCO | APCEIU Strand 2 – What does progress in transformative education look like – a look at recent global and regional data Plenary session 2Building upon Strand 1, this session examined transformative education through the lens of regional and global comparative data in relation to SDG Target 4.7. The discussion identified the progress made, and remaining gaps in existing monitoring and assessment frameworks.Moderator: Mr Sobhi Tawil, Director, Future of Learning and Innovation, UNESCOMs Miho Taguma, Senior Policy Analyst on OECD Learning Compass 2030 and SDG 4.7Ms Leanne Riley, Unit Head, Surveillance, Monitoring and Reporting, Department of Noncommunicable Diseases (NCDs), World Health OrganizationMs Valeria Damiani, Associate Professor, La Libera Università Maria SS. Assunta (LUMSA) University, ItalyMr Carlos Henríquez Calderon, Coordinator of the Latin American Laboratory for Assessment of the Quality Education (LLECE), Regional Bureau for Education in Latin America and the Caribbean (OREALC), UNESCO Santiago Office Concurrent sessions 2The concurrent sessions engaged in an in-depth discussion on three selected major gaps in transformative education, identified opportunities and made suggestions on the way forward. Session 2.1 – How to address social and emotional dimensions of learning in assessment?The increasing integration of social and emotional learning (SEL) into curricula has raised questions regarding feedback and assessment. Drawing on research, policy and practice, this session examined possibilities and gaps in SEL.Moderator: Ms Cecilia Barbieri, Chief, Section of Education for Global Citizenship & Peace, UNESCOMs Nandini Chatterjee, Senior National Project Officer, UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP)Ms Valerie Shapiro, Associate Professor, University of California Berkeley, USAMr Pablo Pincheira, Training Director, Forja Chile, Chile Session 2.2 – Making adult learning and education visible within lifelong learning: strengthening non-formal education for individual, social and system level transformationThis session presented local initiatives that have embedded ESD and GCED into lifelong learning systems through policy/strategy development and project implementation, as well as progress made in building learning cities. Moderator: Mr Jose Roberto Guevara, President, International Council for Adult EducationSpeakers:Mr Nicolas Jonas, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Ms Mo Winnie Wang, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Mr Denis Barrett, Coordinator of Cork Learning City, Ireland Session 2.3 – What do we need to monitor/measure/assess in transformative education - gaps and opportunities?The session focused on promising practices and remaining gaps in capturing the transformation of individuals, societies and education. The key question addressed was how quality teaching and learning can be guided based on the evidence available.Moderator: Dr Marcia McKenzie, Director, MEECE Project and SEPN, and Professor, the University of Melbourne, AustraliaMr Doug McCall, Executive Director, International School Health NetworkMr Antoine Marivin, Project Manager, UNICEF-East Asia and Pacific Regional Office (EAPRO)Dr Julia Kim, Programme Director, the Gross National Happiness Centre, Bhutan Special Session by the Host Country (Plenary) – Experiences from the Republic of Korea and Beyond: Progress, Challenges and New VisionsThe Special Session discussed the Korean experience on SDG Target 4.7, at the domestic and international level. Good practices, emerging trends and lessons learnt were shared, suggesting key agendas, challenges, and visions towards 2030 and transformative education.Moderator: Mr Soon-yong Pak, Professor, Yonsei University, Republic of KoreaSpeakers:Mr Hwanbo Park, Professor, Chungnam University, Republic of KoreaMr Cheol-Jin Yang, Teacher at Songwoo Middle School & Co-Founder/Director of Neuroo, Republic of KoreaDiscussants:Ms Sun-Kyung Lee, Professor, Cheongju National University of Education, Republic of KoreaMr Aaron Benavot, Professor, University of Albany, USA Links to Strand 1 / Strand 3 / Strand 4