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Global [Summary] Education Under Attack 2024 2024 Jerome Marston Felicity Pearce Global Coalition to Protect Education from Attack (GCPEA) This study is published by the Global Coalition to Protect Education from Attack (GCPEA), formed in 2010 by organizations working in the areas of education in emergencies and conflict, higher education, protection, international human rights law and international humanitarian law, in response to the persistence of attacks on educational institutions, their students and staff in countries affected by conflict and insecurity. Attacks on Education 2024 was developed based on independent research conducted by GCPEA. The report was carried out separately from and does not necessarily reflect the views of the various member organizations that make up the GCPEA Steering Committee.  Global Safe Schools Declaration 2015 Global Coalition to Protect Education from Attack (GCPEA) The Safe Schools Declaration is an intergovernmental political commitment that was developed at an international conference held in Oslo, Norway, on 28-29 May 2015. The Declaration allows countries the opportunity to express their political support for the protection of students, teachers and schools during times of armed conflict; the importance of the continuation of education during armed conflict; and the implementation of the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict.  Latin America and the Caribbean Educational Route: Lessons Learned 2024 Save the Children This report, prepared by Save the Children in partnership with HIAS and funded by ECHO, sets out the main lessons learned from the Educational Route project, which has had areas of intervention in Mexico, Panama, Costa Rica, Guatemala, Honduras and El Salvador. The objective of the project has been to contribute to reducing barriers to access to education for children, adolescents and families on the move along the Central American migratory routes. Within the framework of the project, a methodological package has been created containing an evaluation tool “HALDO on the move” (Holistic Assessment of Learning and Development Outcomes) that allows different humanitarian actors to quickly assess the educational level of children and adolescents and record their data on a platform in order to offer an emergency education response adapted to real learning needs, as well as achieve greater coordination to promote educational continuity along the route.  Latin America and the Caribbean Environmental Education Toolkit Guide for Latin America and the Caribbean 2023 Eloísa Tréllez Solís UNEP The Environmental Education Toolkit is aimed primarily at teachers, multipliers and facilitators in Latin America and the Caribbean (LAC), and aims to promote interdisciplinary approaches, with a view to the transversality of environmental education. In the new context of a post-COVID-19 health emergency world, this approach becomes more relevant and necessary to achieve a better vision and understanding of the relationships between humans and nature; between societies, cultures and with the ecosystems on which they depend. In the chapters that make up this publication, an approach is proposed through a methodological proposal for reflection and action, the Interdisciplinary Roundtables for Environmental Education towards Sustainability, whose main objective is to strengthen and complement the environmental education processes that are carried out both in educational centers and in community groups, from an interdisciplinary, transversal perspective and with systemic thinking.  Global The Climate Dictionary: Speak Climate Fluently 2023 UNDP The Climate Dictionary is a guide to understanding climate change. It aims to bridge the gap between complex scientific jargon and the general public, making climate concepts accessible and understandable to people of different backgrounds and levels of expertise. It is based on the belief that empowering people with knowledge is crucial to fostering collective action and responsibility in the face of climate change. Using a creative combination of engaging images, concise explanations and engaging storytelling, The Climate Dictionary effectively communicates complex climate concepts in a visual and easy-to-consume way.  Global Our Common Agenda Policy Brief 10: Transforming Education 2023 UN Building on the Transforming Education Summit and the report of the International Commission on the Futures of Education, this policy brief takes a closer look at the current crisis in education and proposes ideas and guiding actions for countries and the international community to transform education. The right to education and lifelong learning is an essential part of the 2030 Agenda for Sustainable Development because education, knowledge and learning are fundamental to human dignity, growth and development. For centuries, education has been the great equalizer, the driving force of nation-building and the engine of social, cultural, economic and technological progress. But today, beset by a dual crisis of equity and relevance, education as we know it is no longer fit for purpose.  Latin America and the Caribbean Solidarity as the Future of Education: Perspectives From the Ibero-American Experience of Service-Learning 2024 Elena Massat UNESCO Latin American Center for Service-Learning (CLAYSS) With this work we have proposed to put into dialogue the recent UNESCO document “Reimagining our futures together. A new social contract for education. Report of the international commission on the futures of education” with the theory and practice of service-learning in Ibero-America. We would like to show how UNESCO's proposal for education for the future can already be verified as a practice in many educational institutions in the region, which develop solidarity service-learning projects even in the most vulnerable contexts. In these experiences, solidarity ceases to be just learning content, to become an educational process, a pedagogy to learn to solve complex problems of reality, and to use the SDGs as a “curriculum” for the education of the future (UNESCO, 2022:54). These practices are deeply innovative, as the experts who comment on them point out, and we hope that they can be inspiring for many other educational institutions.  Latin America and the Caribbean Report on the Right to Education in Human Mobility in Central America, the Dominican Republic and Mexico: Towards Inclusive, Equitable, Quality Education With Lifelong Learning Opportunities 2024 UNESCO San José Central American Educational and Cultural Coordination Central American Integration System Although human mobility is not a new phenomenon, data indicate that the number of people in this situation has reached its highest point since records began and there are no signs that the trend will decrease in the coming years. This scenario threatens to become a structural situation, strongly impacting the right to education and educational systems. Therefore, it is imperative that States and other key actors make a deep commitment to guarantee the fundamental right to education of people in situations of mobility through urgent measures, in line with the provisions of Sustainable Development Goal (SDG) 4 of the United Nations 2030 Agenda. For this reason, the preparation of this Report on the right to education of people in situations of mobility in Belize, Costa Rica, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama and the Dominican Republic has been undertaken. The Report is an effort by UNESCO and the Central American Educational and Cultural Coordination (CECC/SICA) in collaboration with UNHCR, IOM, UNICEF, the Norwegian Refugee Council and RET International, and with the technical support of the SES Foundation and the UNESCO Chair for the Development of International Education at George Washington University (United States).  Latin America and the Caribbean Young People: Protagonists of Democratic Transformation 2024 Organization of Ibero-American States (OEI) The involvement of young people in democracy is essential for the development and sustainability of our societies. Recognizing the value of their contribution as agents of change, the Citizen Academy project in Panama launched the course "The Role of Youth in Democracy." This educational tool is offered free of charge through the platform www.academiaciudadana.org. The initiative, promoted by the Organization of Ibero-American States (OEI), is the result of a collaboration with the Electoral Tribunal, Fundamorgan and the Panamanian Debate Association (Aspade), and aims to promote a more just and equitable society through civic education for the new generations. Daniela Hidalgo, institutional coordinator of Aspade, explains how they seek to transform youth participation in the democratic life of the Central American country.  Europe and North America Social Education in the Face of Hate Speech: Intercultural Competences in University Education (Journal of Supranational Policies of Education; Vol. 1, No. 19) 2024 Teresa Rebolledo Gámez Rocío Rodríguez-Casado Autonomous University of Madrid The spread of hate speech against immigrants, people of foreign origin or ethnic minorities is one of the most serious threats to peaceful coexistence in today's society. This is especially true in media contexts and social networks, where the boundaries between the right to freedom of expression and hate speech or hate crimes are often blurred. Therefore, we need educational professionals with intercultural competences whohave strategies to combat these discourses. In this article, we present an experience of a pedagogical innovation that works on these competences in the Degree in Social Education, which received very positive evaluations in terms of improving conceptual and attitudinal learning, as well as the acquisition of socio-educational strategies to act against the emergence of hate speech. On the basis of this experience, we reflect on different aspects that should be present in intercultural university training in the field of hate speech and hate crimes, concluding that there is still an urgent need for universities to promote the training of socio-educational professionals based on a human rights, equality, justice, culture of peace and non-violence approach.