To stress to policymakers and other stakeholders the wide and far-reaching benefits of community-based learning, particularly in the light of the 2030 Agenda for Sustainable Development, the UNESCO Institute for Lifelong Learning has published a new policy brief, “Community-based learning for sustainable development.” This policy brief advances six principles of action to develop the role of community learning centres as the main delivery mechanism for community-based learning: responding, engaging, enabling, embedding, sustaining and transforming.
Teachers College study finds gap between refugee policy and practice hinders urban refugee children’s access to education
The increasing urbanization of the world’s displaced people presents unique obstacles to displaced children attempting to attend local schools, despite their widely recognized right to do so, according to a report released by Teachers College. The report, titled “Urban Refugee Education: Strengthening Policies and Practices for Access, Quality, and Inclusion,” is the first-ever global study of urban refugee education.
UNESCO contributes to the measuring of progress towards Target 4.7 of Sustainable Development Goal 4 on Education which focuses on Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). This webpage publishes regular reports, news, analyses and publications produced by UNESCO and its partners which provide evidence and links to data sets that indicate how the world is progressing towards the achievement of this Target.
Legislation has been proposed to prohibit any publicly supported schools in Arkansas from including in curriculum or course materials any books or other material authored by Howard Zinn.
The Rwandan government will embark on integrating peace education into the National Education Curriculum under a new program called ‘Education for Sustainable Peace in Rwanda (ESPR)’. The ESPR program was launched by the Ministry of Education during a three day Peace Education conference in Kigali from February 20-22.
This guidance aims to provide a comprehensive, one-stop resource on school-related gender-based violence (SRGBV), including clear, knowledge-based operational guidance, diverse case studies drawn from examples of promising practice and recommended tools for the education sector and its partners working to eliminate gender-based violence.
Office for National Unity and Reconciliation (ONUR) Chairperson former President Chandrika Bandaranaike Kumaratunga (CBK) said her office was working with the Education Ministry to include ‘reconciliation’ as a special subject in the school curriculum.
The Fragility Study Group is an independent, non-partisan, effort of the Carnegie Endowment for International Peace, the Center for a New American Security and the United States Institute of Peace. The goal of this brief is to describe what is needed to develop and implement a more robust and effective learning agenda focused on addressing fragility that effectively informs policy decisions.
In mid-October, the foreign ministers of the Organization of Islamic Cooperation member countries met in Tashkent, Uzbekistan to find new ways to promote peace and prosperity, and fight radicalization and reign in violent extremism. In the belief that education is an important tool to promote peace and economic development and to combat the ideology of terrorism and violent extremism, the dignitaries adopted the theme “Education and Enlightenment: The Path to Peace and Creativity.” To facilitate the process of countering violent extremist ideology online, the Organization also launched the Center for Dialogue, Peace and Understanding.
High-level panel discussion on the implementation of the United Nations Declaration on Human Rights Education and Training: good practices and challenges – Opening statement by Deputy High Commissioner for Human Rights
This panel discussion marks five years since the adoption by the General Assembly of the UN Declaration on Human Rights Education and Training. This Declaration places human rights education and training as a core pillar of our great project to realize all rights for all.
The Seventh Biennial Report of the UN Secretary-General on Disarmament and Non-proliferation Education (A/71/124) was submitted to the 71st session of the General Assembly to review the implementation of the recommendations of the United Nations study on disarmament and non-proliferation education. The report includes implementation summaries from governments and several civil society organizations.
Abu Dhabi: Schools across UAE must now offer Moral Education as a mandatory subject and part of their curricula, following a directive issued by His Highness Shaikh Mohammad Bin Zayed Al Nahyan, Abu Dhabi Crown Prince. The subject must focus on the teaching of five key elements — ethics, personal and community development, culture and heritage, civic education and human rights and responsibilities.
The UNESCO Director-General has launched the Sixth Consultation on the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms for the period 2012-2015.
The United Nations Human Rights Council agreed on a new resolution on Human Rights Education and Training at the Human Rights Council’s Thirty-first session this spring. The resolution reconfirms and supplements state parties’ commitment to national implementation of international standards for human rights education five years after the UN Declaration on Human Rights Education and Training from 2011.
This document is Declaration of the 44th session of the International Conference on Education (Geneva, October 1994) endorsed by the General Conference Declaration of the 44th session of the International Conference on Education (Geneva, October 1994) endorsed by the General Conference of UNESCO at its twenty-eight session Paris, November 1995 of UNESCO at its twenty-eight session Paris, November 1995.
Help the Afghan Children’s Peace Education Curriculum is the first formal school-based model to specifically target vulnerable middle-school and high-school students, encouraging them to reject violence and all forms of aggressive behavior while embracing the principles of peaceful living, respect for diversity, and cooperation.
Originally introduced in 2003 to three schools, the model has spread to 62 schools in five provinces, impacting over 86,000 boys and girls. Results from these schools over the past three years have shown a dramatic reduction in fighting, consistent improvement in classroom and schoolyard behavior, and similar reductions in teachers’ use of corporal punishment. In 2012, recognizing its potential to impact millions of students, Afghanistan’s Ministry of Education endorsed HTAC’s initiative to expand into other regions of the country.
“The Human Rights Education Indicator Framework: Key indicators to monitor and assess the implementation of human rights education and training” developed by HRE 2020 is now available in French and Spanish, in addition to the English version that appeared in 2015.