Talking Across Generations (TAGᵉ) - Pointers Of Action

This document aims to provide an overview of the TAGe topic- Climate Change Anxiety Among Youth and How it Can Be Tackled through SEL, synthesize the TAGe discussions and finding from the social media engagement and live event by linking them to the available literature, case studies and concrete examples and, finally, provide actionable key recommendations to decision makers, to their respective communities and to the entire world.

Inclusive Wealth Report (IWR) 2024

The Inclusive Wealth Report (IWR) 2024 aims to delve into the intersection of human capital and social and emotional learning, highlighting their profound implications for sustainable development. We explore how the cultivation of social and emotional skills in individuals contributes to the overall development of human capital and its impact on various dimensions of inclusive wealth.

Talking Across Generations (TAGᵉ) - Pointers Of Action

This document aims to identify the important elements addressed during the various TAGe discussions (social media discussion and live event) in addition to offering key recommendations for decision-makers. Concretely, this document has sought to highlight two social and emotional challenges faced today by youth, with a third issue present in each of them –
(1) educational and employment disparities (economic exclusion),
(2) poor civic engagement, and
(3) the impact of the digital divide and misuse of social media platforms – in addition to showing how SEL competencies can be a tool to address the social and emotional challenges that may be encountered, supported by technological tools.

Social And Emotional Well-Being Guidebook For Teachers

This guidebook, part of the ECW MYRP II “Education for Rohingya and Host Community Children in Bangladesh,” provides Mental Health and Psychosocial Support (MHPSS) for teachers and staff in crisis-affected environments. It is a collaborative effort by UNESCO MGIEP, UNESCO Dhaka, government departments, CiCs, PST, the District Primary Education Office-Cox’s Bazar, education sector teams, consultants, and teachers from both Rohingya and host communities.

Reimagining Education The International Science and Evidence based Education (ISEE) Assessment

The ISEE Assessment pools multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner and undertake a scientifically robust and evidence-based assessment that can inform education policy-making at all levels and scales. The goal is not to be policy-prescriptive but to provide policy-relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.

Building Kinder Brains

This booklet is a playful presentation of some of the key messages from the Rethinking Learning Report and is intended to be an introduction to Social and Emotional Learning and its incorporation in the classroom.

Rethinking Learning: A Review of Social and Emotional Learning for Education Systems

This report reviews the latest research on Social and Emotional Learning (SEL), its impact on student health and school climate and its transformative role in building happier classrooms. It seeks to inform and impress upon Member States the urgent need to mainstream social and emotional learning in education systems.

Rethinking Learning: A Summary for Decision Makers

Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in education as a new dimension in achieving SDG 4 — inclusive and equitable quality education and lifelong learning opportunities for all.

Rethinking Schooling for the 21st Century

UNESCO MGIEP officially launched 'Rethinking Schooling for the 21st Century: The State of Education, Peace and Sustainable Development and Global Citizenship' in 2017 at the UNESCO General Conference. This study analyses how far the ideals of SDG 4.7 are embodied in policies and curricula across 22 Asian countries and establishes benchmarks against which future progress can be assessed. It also argues forcefully that we must redefine the purposes of schooling, addressing the fundamental challenges to efforts to promote peace, sustainability and global citizenship through education.

Rethinking Pedagogy: Exploring the potential of Technology in Achieving Quality Education

Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in education as a new dimension in achieving SDG 4 — inclusive and equitable quality education and lifelong learning opportunities for all.

#YouthWagingPeace

Spanning a period of one year and led by a team of seven authors and two project officers, all nine youth themselves, the development process involved reaching out to over 2000 youth from 56 countries and integrating over 130 case studies, and with the support of the Australian Government and partners such as the Centre for Prevention of Radicalization Leading to Violence in Canada, the UNESCO MGIEP #YouthWagingPeace was officially launched by the Director-General at the 39th General Conference in November 2017.

Textbooks for Sustainable Development: A Guide to Embedding

The Embedding Guide, developed during Phase 1 of the Embedding for STEM project, offers concrete guidance for authors of mathematics, science, language and geography textbooks to ‘embed’ peace, sustainable development and global citizenship in textbook content. Textbook authors and educators are encouraged to use this guidebook as a source of ideas, tools and methods that can help enrich content and complement their own individual and institutional strategies.

Industry Guidelines on Digital Learning: Discussion Draft

The guidelines offered in this document are a first draft to provide a holistic system of characteristics and parameters important for delivering active and engaging learning through digital solutions.

17 Seen Unseen

A Graphic Novel by UNESCO MGIEP on the 17 Sustainable Development Goals.

Youth Speak Survey

The survey reached 1526 number of respondents in 126 countries, was designed to examine the effects of peace education on attitudes and behaviour. Respondents were asked to self-report exposure to peace education, and to respond to a series of statements designed to measure attitudes about issues related to global citizenship.

Pandemics Past-Present-Future: Challenges and Opportunities

This document gives a synopsis of past and present pandemics with a focus on lessons learnt primarily from COVID-19 and preparedness for the future. Its primary aim is to provide basic information about key concepts associated with and procedural understanding of the term “pandemic”. It sheds light on the mitigation policies adopted by countries across the globe to combat the pandemic and gives an account of the direct and indirect impacts of a pandemic on various sectors of society.

Early Childhood Care and Education (ECCE): Basic points for policy assessment

The purpose of this brief is
(a) To highlight the need for and importance of a comprehensive and responsive policy for ECCE.
(b) To identify a framework for a review of ECCE policies.
(c) To provide a context to discuss such policies with relevant stakeholders to arrive at evidence-based recommendations to improve the effectiveness of ECCE policies, and to support young parents and caregivers.

Redefining the Purpose of Schooling

Analysing how far the ideals of SDG 4.7 are embodied in policies and curricula across 22 Asian countries, this study establishes benchmarks against which future progress can be assessed. It also argues forcefully that we must redefine the purposes of schooling, addressing the fundamental challenges to efforts to promote peace, sustainability and global citizenship through education.

Policy Brief - #YouthWagingPeace

Based on UNESCO MGIEP’s #YouthWagingPeace (2017), an entirely youth-led guide on the Prevention of Violent Extremism through Education (PVE-E), built on uncensored voices and reflections of global youth on PVE-E, the Policy Brief on #YouthWagingPeace comprises a set of actionable guidelines for policymakers and other key stakeholders.

Talking Across Generations on Education Bujumbura

With the aim to mainstream the voices of Burundi youth and include them in the policymaking process in the areas of education for peace, sustainable development and global citizenship, UNESCO MGIEP, YELI-Burundi (Youth Empowerment and Leadership Initiative- Burundi) and the Government of Burundi organised a series of high-level #TAGeBujumbura dialogues.

Talking Across Generations on Education #TAGeGandhi150

With the aim to amplify the voices of youth and include them in policymaking in the areas of education for peace, sustainable development and global citizenship, UNESCO MGIEP organised the high-level #TAGeGandhi150 within the aegis of the first World Youth Conference
on Kindness.

Talking Across Generations on Education on Ethics of AI

In the spirit of putting youth at the centre of policymaking on the issues that directly affect them, UNESCO MGIEP, UNICEF India, and the United Nations in India are organizing a pan-India online discussion and live dialogue on the positive and negative effects of Artificial Intelligence and to formulate a youth-led Ethics of AI with actions and safeguards.

Evidence-Based Education

This Research Brief deals with the central question 'What kind of interventions yield best educational outcomes?' and presents the ‘EBE3’ framework for educational researchers, policymakers, and practitioners.

Screen Time and Learner Well-being

The Debate, the Evidence and Directions for Future

A Curriculum for Education in and for Flourishing

This Research Brief presents the fundamental principles that guided the conceptualization and formation of a framework for an educational curriculum in and for flourishing.

Meaning(s) of Human Flourishing and Education

This short paper provides a definition of human flourishing, education, learning, teaching and student evaluation, more commonly known as student assessment.

Working Paper 1

This paper critically examines educational policy and its impact on students’ transition to postsecondary education, drawing on an exploratory study of students with mathematical learning disabilities in junior colleges and degree colleges in Mumbai.

Working Paper 2

In Working Paper 2, the author encourages a rethinking of global citizenship and global citizenship education (GCE) and offers recommendations for redirecting attention to contemporary global stratifications and issues of human rights to address the issues of social justice and inequality that, due to the problematic definition of global citizenship, are currently inadequately covered in existing GCE curricula.

Working Paper 3

In Working Paper 3, the author critically examines how digital games can support peace education and conflict reason.

Working Paper 4

This paper uses Brantmeier’s (2011) five-stage model that encourages social and cultural change towards a future that is nonviolent, sustainable and renewable, and Bery’s conceptualisation of empowerment to propose that participatory film functions as a transformative creative process and challenges notions of identity and culture while helping learners describe the world around them.

Working Paper 5

In this paper, the authors seek to (1) identify strengths and weaknesses of games in relation to empathy, (2) consider how player agency, transportation, perspective-taking, communication, and other factors may affect the practice of empathy, and (3) develop initial questions, guidelines, and recommendations for creating policies and programs around using games to inspire empathy.

Working Paper 6

The paper questions the common assumption that education promotes peace. By referring to pedagogic routines and the political culture of nationalism, the paper indicates the nature of reforms education requires to contribute to peace.

Working Paper 7

A fundamental purpose of social-emotional learning (SEL) is to provide students with opportunities to develop self-awareness, self-management, and social awareness, which in turn would lead to positive goal-oriented behaviours and the cultivation of collaborative relationships.