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How can we make schools happier places? You tell us! 2015-04-10 A happy learner is more likely to be a thriving one – better able to solve problems and apply critical thinking skills, more self-confident and likelier to form and foster positive relationships with others.Happy learners require "happy schools", those that ensure the holistic development and well-being of students. But what factors determine whether schools are positive places that assist learners in developing their full potential?That's what we want to find out from you via our "Happy Schools Survey". The survey is open to everyone, particularly students, education professionals as well as other members of the general public and comprises nine questions. Through these, we hope to learn from your experience – what makes schools fun and enjoyable places for learners, what factors detract from this, as well as what can be done to ensure that all students feel more included.The survey is part of UNESCO Bangkok's wider "Happy Schools" project. It is our hope that we will not only brighten the learning environments of our young people, but also help to shift educational priorities in the region to better respond to the more holistic needs of learners in the 21st century and beyond.The survey should take no more than five minutes to complete and your feedback will in turn serve as a crucial input for UNESCO Bangkok as we draft a clear and concise framework for what a happy school is. Take the survey: English: www.surveymonkey.com/s/happyschoolsChinese: www.surveymonkey.com/s/happyschools_chineseThai: www.surveymonkey.com/s/happyschools_ThaiJapanese: www.surveymonkey.com/s/happyschools_JapaneseKorean: www.surveymonkey.com/s/happyschools_koreanRussian: www.surveymonkey.com/s/happyschools_RussianFor more information, please contact:Aliénor Salmon, Research Assistant, Education Policy and Reform Unit (EPR), a.salmon@unesco.orgAntony Tam, Research Assistant, Education Policy and Reform Unit (EPR), kh.tam@unesco.org 
Global Education: The Intercultural Dimension (online course) 2015-03-16 CourseThis global education online learning course is designed for education practitioners, social workers, civil society, youth activists, as well as policy and decision makers, local authorities and intercultural cities. . Please be aware that the course announced on this website regards an online learning course and does not involve any travelling. However, in order to participate, you need to have regular access to the Internet. The course has been designed to complement the Global Education Guidelines, a pedagogical tool for educators and policy makers to understand and implement Global Education, and share with a wider audience concepts and approaches promoted by the North-South Centre’s Global Education programme.This second online learning course, under the title "Global Education - The Intercultural Dimension", provides an overview on why intercultural education is relevant and needed, what it means in theory and practice and how it can be improved in relation to the context of a globalised world, the local needs, its contents and methodology.ContentThis course explores the ways of addressing the issues in theory and practice, reflecting on the ideal state considering the evidence from the reality, and developing new ways of understanding and promoting human rights education in the contexts of the participants.The specific contents include:Introduction to the intercultural dimension of global educationReflecting on the needs for intercultural global educationReviewed concepts approaches to intercultural global educationUnderstanding of existing intercultural education in practiceDilemmas and challenges in policy development towards intercultural educationDevelopment of strategies for intercultural political educationRights-based approaches to social and political actionSpecific aims of the courseTo offer a platform to reflect on the role of intercultural education and the challenges posed by the local context in a globalised worldTo reflect on the concepts and approaches related to global education and its intercultural dimensionTo develop a better understanding of intercultural education, intercultural learning and intercultural competencesTo review and strengthen the existing policy approaches to ensuring quality standards and recognition of intercultural educationTo strengthen the intercultural dialogue as part of political educationTo connect local and international practitioners and other relevant actors in the fieldTo strengthen the network of global, human rights and intercultural education practitionersFor whom?The course in general is targeted at people working in or with intercultural learning and education, either as part of international organisations, national educational institutions or those working for national and local civil society organisations, policy makers, local authorities and intercultural cities. The course also welcomes students with a special interest in the topic.Course requirements:Please note that all participants should:be in command of the English language; be able to spend a minimum of 10 hours per week (every week) on course work; have basic ICT skills and a minimum of internet access. By whom?The course has been developed in partnership between the North South Centre (NSC) and The Network University. North-South Centre's mandate is to provide a framework for North-South co-operation to increase public awareness of global interdependence issues and promote policies of solidarity in conformity with the aims and principles of the Council of Europe: respect for human rights, democracy and the rule of law.The Network University (TNU) facilitates innovative learning and capacity building for a global network of professionals, students, non-profit organizations, agencies and networks, specializing in creating e-tools for education and networking in the field of development.CostsThe North South Centre will provide scholarships of 400 euro, corresponding to the course value. The scholarships will be granted to selected applications on the basis of quality of the application.Please be aware that an application should consist of the online form and the word document.For more information please go to the application page. DateThe next course will be offered from 10 November to 7 December, 2014 and registration for this course is now open. For more information please go to the application page.Next Course date: 23 March- 17 April 2015Application process open: 16 FebruaryDeadline for application: 15 MarchCourse date: 17 August - 11 September 2015Application process open: 6 JulyDeadline for application: 9 August If you would like more information do not hesitate to contact one of the course tutors at hre (at) netuni.nl. 
Thinking, Sharing and Acting for a Peaceful and Sustainable World - presented at WISE 2014 2015-03-04 Innovation in thinking, sharing and acting for a peaceful and sustainable world is the message UNESCO shared at this years' World Innovation Summit for Education (WISE) conference in Doha, Qatar, 4th-7th November 2014. UNESCO organized several panels and debates at the summit which is one of the largest education events in the world.At the Education Above All plenary session on "Education Post-2015: The Unfinished Agenda" Hans d' Orville, UNESCO's Assistant Director General for Strategic Planning debated the subject with Thomas Gass, UN Assistant Secretary-General for DESA and Inter-agency Affairs.Mr d'Orville pointed out the need to adopt a strong stand-alone goal for education, with a set of effective targets which would also integrate the dimensions of the unfinished business from the current Millennium Development Goals. He reiterated the need for evidence based planning and statistics to inform targeted interventions for reaching out-of-school children and prioritized quality for marginalized learners, which UNESCO is uniquely placed to do with the work of UNESCO's Institute of Statistics (UIS). Mr d'Orville also suggested that a strong education goal/indicator should be introduced into the political debate on a par with the unemployment and inflation figures, allowing for a true assessment of a country's well-being.During a workshop on Global Citizenship Education (GCED) - 'Thinking, Sharing and Acting for a Peaceful and Sustainable World', UNESCO presented this emerging area of education that emphasizes the promotion of knowledge, values, and skills that are needed for ensuring that learners contribute to building more just, peaceful and sustainable world. The workshop, led by Chris Castle, Chief of Section of Health and Global Citizenship Education, UNESCO, gave the participants the opportunity to learn more about GCED and exchange experiences on the challenges and successes of GCED programs."In the world we live in today, GCED plays a critical role in creating long-term peace and stability, and we know that education is the right vehicle to transfer this knowledge and create change in societies. WISE 2014 has provided a platform for concrete discussions on highlighting the necessity of GCED and at the same time placed importance on the need for it to be at the heart of education agendas around the world," Chris Castle, Chief of Section of Health and Global Citizenship Education said.Oscar Sanchez, Secretary of Education, City of Bogota, Colombia, explained how GCED is implemented in his country and that it has had a positive impact on their society. This initiative is youth-centred and includes half a million students enrolled in the public education system already.Lynn Davies, Emeritus Professor of International Education, University of Birmingham, UK, outlined the relevance of GCED connected with the rise of extremism, the spread of social media and gender. She raised the question on how GCED can operate in a climate of conflict and oppression, and argued that GCED in all countries ideally needs to include an understanding of the causes of conflict or ethnic and religious tension. Further, Davies pointed out that young people need skills to critically analyse the social media messages they receive, including religious messages. "At the same time, they need to be able to explore opportunities for positive use of social media for change within and across borders - including e-learning under oppressive regimes," she added. Dina Kiwan, Associate Professor at the American University of Beirut, Lebanon, also speaking at the workshop, told how GCED is responding to a concrete need for a new approach to education.Leading educators from around the world highlighted the pivotal role of innovation and creativity in the global education agenda at WISE 2014, which opened under the patronage of Her Highness Sheikha Moza bint Nasser, Chairperson of Qatar Foundation. Her Highness Sheikha Moza presented the WISE 2014 Prize for Education to Ann Lesley Cotton, founder of the Campaign for Female Education (CAMFED) to enhance girls' education in Africa. 
KAICIID Launches First Interreligious Dialogue Fellowship 2015-03-04 The KAICIID International Fellows Programme will begin its first year with a cohort of educators from a variety of religious and secular institutions. The KAICIID Fellows are drawn from all over the world, coming from Austria, India, Iraq, Jordan, Malaysia, Myanmar Nigeria, Pakistan, Saudi Arabia, Sri Lanka, Thailand, Venezuela, among many others. These educators are actively teaching at institutions that train future Buddhist, Christian, Hindu, Islamic, and Jewish religious leaders. Anas Alabbadi, Facilitator of the KAICIID Fellows Programme said: "The ability to engage with those of other religious and cultural backgrounds in a dialogical manner is a key skill for religious leaders of any faith. Whether in communities dealing with conflict, or in communities where globalization is bringing more and more people in contact with people from other religions, religious leaders are key voices for the power of dialogical interaction. KAICIID's Fellows Programme supports religious educators in embedding dialogue in their institutions and communities. We are very pleased to be able to begin this programme with such a diverse cohort, both in terms of geographical and religious backgrounds, knowledge and experience."The KAICIID International Fellows Programme is a one-year learning and training programme that will empower institutions that train future religious leaders by offering tailor-made training and mentoring to engaged teachers. The training will these teachers promote and manage dialogue encounters by providing practical methods, case studies, realistic training and access to networks and knowledge. The teachers will during the course of the Fellowship begin to incorporate interreligious dialogue into their institutions curricula and prepare their students to become facilitators and leaders in interreligious dialogue. In addition to interreligious dialogue training, the fellows will also learn how to train their students in conflict transformation so as to be active peacemakers in their respective communities. The KAICIID Fellows 2015-2016 will meet in Vienna, Austria from 13-20 February for the first of three sessions. Over the course of a year, the Fellows will work together to embed interreligious dialogue in their training institutions through training, sharing knowledge, and implementing concrete projects in their communities, with KAICIID support. The topics of this first, week long session include teaching interreligious dialogue, social media for interreligious dialogue practitioners, diversity and acceptance. More information about the Fellows is available here. - See more at: http://www.kaiciid.org/news-events/news/kaiciid-launches-first-interreligious-dialogue-fellowship#sthash.sSF6IZVy.dpuf 
2015 GCP Brochure Now Avaliable 2015-02-25 Salzburg Global will host seven Global Citizenship Program sessions.In 2015, Salzburg Global will host five student sessions and two faculty sessions through the Global Citizenship Program (GCP). The initiative's core mission continues to be facilitating institutional change in education-by developing students' abilities to think and act globally and by transforming campuses into "sites for global citizenship."The themes for student sessions in 2015 include "Ethics and Engagement," "Pathways to Global Citizenship: Roots and Routes" and "Global Citizenship and Universal Human Rights," "Global Citizenship: At Home and Abroad," as well as a special session for New York State-based Molloy College, while the two faculty sessions will focus on "Education for Global Citizenship: What, Why and How."http://www.salzburgglobal.org/fileadmin/user_upload/Documents/General_SGS_Documents/SalzburgGlobal_GCP_Brochure_2015__012715_.pdf 
UNESCO Clearinghouse on Global Citizenship Education hosted by APCEIU 2015-02-25 The new UNESCO Clearinghouse on Global Citizenship Education (GCED), hosted by APCEIU - the Asia Pacific Centre of Education for International Understanding (APCEIU) - was launched today during the Second UNESCO Forum on Global Citizenship Education (Paris, 28-30 January 2015).The official presentation of the Clearinghouse was made in the presence of H.E. Mr Sang-jin LEE, Ambassador and Permanent Delegate of the Republic of Korea to UNESCO, by Ms Soo-hyang Choi, Director of the Division for Teaching, Learning and Content at UNESCO, and Mr Utak Chung, Director of APCEIU.The UNESCO Clearinghouse on GCED responds to the demands from UNESCO's Member States for good quality and evidence-based information and resources on GCED under one umbrella. It is expected to facilitate information sharing and enhance knowledge and understanding of GCED.Policy-makers, planners, curriculum developers, researchers, practitioners, educators, parents and learners as well as the general public can access resources on GCED from all over the world, of various nature and in any language available.The Clearinghouse includes written documents and audio-visual material including policy, pedagogy, academic papers, teaching and learning material and other relevant resources on GCED.The search function will be available in English, French and Korean, with the possibility to enable search in other languages in the future.The Clearinghouse is constantly being enriched with additional resources. Following a testing period, APCEIU aims to have the Clearinghouse fully accessible by mid- to late February 2015 at: www.gcedclearinghouse.org.For more on the Asia Pacific Centre of Education for International Understanding (APCEIU), a UNESCO Category II Centre based in Seoul, Korea . 
Education for Urban Renewal toward Social & Ecological Justice: Peace Education in an Era of Globalization 2015-02-25 The International Institute on Peace Education (IIPE) is an applied peace education laboratory that provides a space for pedagogical experimentation; cooperative, deep inquiry into shared issues; and advancing theoretical, practical and pedagogical applications. For 32 years, the IIPE has brought together educators, academics, professional workers, and activists in the field of peace education from around the world to exchange knowledge and experiences, and to learn with and from each other in an intensive weeklong residential learning community. IIPE 2015 participants, many whom will be drawn from North America, will join with representatives from other world regions in an experience that embodies the practices and principles of critical, participatory peace pedagogy. The residential learning exchange helps to build global community and solidarity; illuminate diverse views; facilitate an exploration of educational applications; and assess possibilities for practical steps toward addressing the theme of “Education for Urban Revitalization toward Social & Ecological Justice: Peace Education in an Era of Globalization.” IIPE 2015 will be hosted by The University of Toledo in Toledo, Ohio from July 26-August 2, 2015. This year’s Institute will also celebrate IIPE’s new institutional home at The University of Toledo. Education for Urban Revitalization toward Social & Ecological Justice: Peace Education in an Era of Globalization Peace education has an important role to play in addressing issues of urban decline and the interconnected dilemmas of poverty, violence, health, and environmental degradation in an era of unprecedented economic globalization. The IIPE provides a constructive process model and interactive space through which these issues will be explored and for the identification and development of strategies and methods to address them. Addressing the decline of urban environments and the associated and resulting forms of injustice and violence requires a holistic and comprehensive strategy. The causes of such decline range from the local to the global. The negative effects of globalized economies on local communities are well documented. In its relentless expansion, the global economy gobbles up finite natural resources at an unsustainable pace and threatens cultural and political diversity. Economic policies predominantly favor the interests of wealthy countries over those that are less developed (LDCs). The exploitation inherent in economic globalization pertains to not only LDCs but to segments of developed countries as well: the US cities of Detroit and Toledo are examples, wherein economic globalization has produced profound injustice. Both the economy and the injustice are global in the sense that they transcend national boundaries. Both economic prosperity and economic injustice, along with their concomitant forms of social injustice, are no longer distributed in national terms but are distributed in global-local terms—in terms of global winners and losers, regardless and independent of national location. A response to this global economic structure requires a reconceptualization of the scope of social and political distributive justice toward a global, transnational conception. It also requires the development of forms of political and civic education that cultivate the political efficacy of, and thereby empower, current and future citizens to politically engage in the pursuit of justice within and counter to this new economic reality. Peace education, as developed through the IIPE global network of educators, provides a framework and transformative pedagogical practices for consciousness-raising and social and political engagement. The University of Toledo is uniquely situated at the crossroads of the Midwestern United States where many large cities have been significantly impacted by economic depression. Detroit, one hour north of Toledo, has one of the highest unemployment rates in the nation at 16.4% (June 2014, US Bureau of Labor Statistics) and in 2013 had one of the highest violent crime rates at 2,123 per 100,000 residents (2013, FBI Crime Statistics). IIPE 2015 offers a significant opportunity to impact the region through involvement of local educators and community organizers. Specific site visits will be coordinated to meet and learn from both regional community development and education programs that have been successful in lifting up local populations. While IIPE will delve into Toledo, Detroit and other “Rust Belt” issues and responses, participants are invited to bring examples, inquiries, and educational projects that will illuminate the global-local and cross-regional connections. Efforts will be made to assure that inquiries and outcomes are adaptable to multiple international contexts. The weeklong programming will include presentations, workshops, and programming drawn from participants’ proposals as well as local community contributions, and intra-IIPE dialogues. At the conclusion of the IIPE, all participants will have the opportunity to contribute to a special issue of In Factis Pax, an online journal of peace and social justice based at The University of Toledo. This issue will feature theoretical and practical applications of peace education for urban renewal toward social and ecological justice as gleaned from the 2015 IIPE. In Factis Pax is freely available to educators, peace builders, and community change agents from around the globe. The IIPE was founded in 1982 by Betty Reardon and colleagues at Teachers College, Columbia University. Nominated for the Nobel Peace Prize in 2013, Betty Reardon is well recognized as a founder of the field of peace education. While the IIPE is an annual gathering, this is the first time that it has addressed the issue of urban renewal. This is also the first time the IIPE has been hosted in the domestic United States since 1995. Fees:Participation fees for IIPE 2015 are $550 USD. Participation fees cover all onsite expenses including meals, lodging (double occupancy dormitory with air conditioning), local transportation and airport shuttles (if required).More Information:- Apply- Information for Participants