Quality Education
Acknowledgements
This guidelines document is developed in the context of efforts made by the United Nations Economic and Social Commission for Western Asia (ESCWA) relating to women’s economic empowerment and care economy in the Arab region led by Rouba Arja, Social Affairs Officer, Gender Justice, Population and Inclusive Development Cluster, under the overall guidance of Mehrinaz el Awady, Cluster Leader. It is prepared under a global Development Account project on strengthening social protection for pandemic responses coordinated by Nada Darwazeh, Director, ESCWA Centrer for Women. The present document primarily builds on a draft prepared by Ruchika Chaudhary (consultant). Ghada Tabbah (consultant) provided substantive inputs to the guidelines.
Methods for creating synthetic data
There are many methods for generating synthetic data, and to determine which method to use, it is important to start by identifying the type of synthetic data that is required and within what context they will be used. Specifically, when creating a synthetic data set, the synthesiser (the individual making the synthetic data) needs to consider the desired analytical value to be preserved, as well as the acceptable level of disclosure risk, which will mainly depend on how accessible the synthetic data set that is generated will be (i.e., public release, restricted release, etc.).
Introduction
Data are a valuable resource, providing critical input for statisticians, economists, and data scientists, to generate timely and granular insights that respond to the information needs of a broad range of stakeholders. In a world where increasingly large volumes of data are coming from an increasing number of providers, National Statistical Offices (NSOs) are using innovative approaches to maintain data standards and definitions, good privacy and confidentiality management systems, and responsible data-sharing.
Obstacles that threaten the 2030 vision for children
The preceding two chapters illuminated not only whether countries are on track to meet targets related to the key outcome areas that impact child well-being, but also how well they are performing, independent of how likely they are to reach the SDG targets. Several countries are outliers – those that are doing better or worse than their peers. As countries gear up for acceleration, four key challenges can be identified that may impede this acceleration. Their applicability varies by goal and context, weighing on some countries more than others. In addition, there are three important demographic shifts underway – so-called megatrends – that must also inform the path ahead for better outcomes for every child.
Introduction
The 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) lay out a comprehensive road map for global progress. At the midpoint of the 2030 Agenda, we are presented with a crucial moment to assess and reflect on standing global commitments, and countries and partners must view it as a turning point to calibrate and renew investments to accelerate results. In particular, we must spotlight the SDG targets that pertain to our collective future: our children.
Key concepts and definitions
This chapter explains what atrocity crimes are and why definitions matter.
Introduction
This teachers’ guide was developed by UNESCO and the United Nations in cooperation with the UNESCO International Institute for Capacity Building in Africa (IICBA). It contributes to UNESCO’s Operational Strategy for Priority Africa (2022-2029)1 that includes a specific Flagship Programme on the General History of Africa (GHA) and programme on Global Citizenship Education (Target 4.7 of Sustainable Development Goal 4 on Education), which includes programmes to address violent pasts through education, notably the Holocaust, and to prevent genocide.
Taking learning beyond the classroom
Ideally, education about atrocity crimes should not stop in the classroom. Teachers can seize opportunities to broaden the scope and the reach of a study of atrocity crimes through a whole-school, community-oriented, or lifelong learning approach that enables greater context and impact.
Foreword
No country has been spared the scourge of prejudice that lies at the heart of atrocity crimes. The legacies of violent pasts affect all societies. In Africa the brutality of the transatlantic trade and trafficking in human beings, colonialism, civil war and racism wreaked havoc on the lives of those living on the continent. The legacies of such histories continue to shape the contemporary terrain.
Why teach about atrocity crimes in Africa?
This chapter outlines how a regional approach to teaching about atrocity crimes can be particularly effective.
Entry points to educating about atrocity crimes
This chapter explains what atrocity crimes are and why definitions matter.
Acknowledgements
This teachers’ guide was developed by the United Nations and UNESCO in cooperation with the UNESCO International Institute for Capacity Building in Africa (IICBA). The United Nations and UNESCO would like to express their appreciation for the work of Denise Bentrovato, with contributions from Dylan Wray and Jean Bosco Habyarimana, in drafting this guide.
Teaching objectives and learning outcomes
GCED supports a transformative pedagogy that provides a strong basis for education on atrocity crimes by holistically developing the cognitive, socio-emotional and behavioural domains of learning.