NISSEM and CELL (Conflict and Learning Laboratory, Univ of Maastricht) have submitted a proposal for a joint seminar entitled 'From divisive stereotypes to inclusive identities'. The NISSEM Global Briefs volume will be presented at this seminar.
The Forum will launch and discuss a research report commissioned by UNESCO and prepared by the NISSEM group in association with the University of Saskatchewan's Sustainability and Education Policy Network. This event will also see the soft launch of the NISSEM Global Briefs online volume, bringing together expert 'briefs' on frameworks, research and field experience related to integrating SDG Target 4.7 themes and Social and Emotional Learning into education materials.
NISSEM's panel is scheduled for Tuesday April 16 from 3:15-4:35 pm, Hyatt Regency Atrium (Level 2) Ballroom C. Organised by Professor James Williams of George Washington University, it is entitled What's Love Got to Do with It? The Role of Social and Emotional Skills in Sustaining Learning in Low-Income and Post-Conflict Contexts.
On February 1-2 of this year, NISSEM held an event called "Advancing SDG Target 4 in Post-Conflict and Low-Resource Settings: Integrating SDG Target 4.7 Themes and SEL Skills into Textbooks and Other Education Materials" at the George Washington University.
Presenters included representatives from USAID, the Harvard Graduate School of Education, the Kenya Institute of Curriculum Development, Creative Associates, George Mason University, the Global Book Alliance, the Mercy Corps, and the NISSEM core team.
On March 25th of this year, NISSEM held a pre-conference workshop called "Advancing SDG Target 4 in Post-Conflict and Low-Resource Settings: Networking to Integrate SDG Target 4.7 Themes and SEL Skills into Education Materials (NISSEM)" at CIES 2018 in Mexico City.
The workshop built on the outcomes of the February workshop at the George Washington University. Presenters included representatives from UNESCO, USAID, GPE, IRC, the World Bank, Spectacle Learning Media, the George Washington University, the University of Albany-SUNY, the UCL-Insitute of Education, and the University of Pennsylvania.
On April 27th of 2018, NISSEM held an event at the Teacher's College in New York following NISSEM's involvement in the UN event titled "the Role of Global Citizenship Education in the 2030 Agenda and Beyond." The workshop built on the outcomes of CIES 2018 with the aim of fostering support for NISSEM among key stakeholders. Attendees included esteemed guests from the APCIEU.
Are you interested in how SEL relates to global citizenship education (GCE) and their application to textbook revision? A recent project by the Georg Eckert Insitute (GEI) used the UNESCO guidelines on GCE to examine the dynamic between GCE at a local and national level in addition to the Global North and South. The aim was to provide insights in the field using a post-colonial lens and examine how GCE values are depicted and modified during textbook revision and the form GCE values take in the classroom.
Among the conceptual dimensions of GCE outlined by the GEI, the socio-emotional dimension involves a a sense of shared connectedness and common values along the lines of "solidarity, empathy and respect for cultural and religious diversity" ("Textbooks Put to the Test," 2017).
For additional information please take a look at the "Textbooks Put to the Test: Global Citizenship Education in International Perspective" page available on the Georg Eckert Institute website (Click here). The page is approximately a 2 minute, 32 second read.
A new project was launched on June 1 aimed at producing an SEL supplement and video to accompany USAID’s A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials (RTI International, 2015). Under the supervision of NISSEM organizing committee member Jean Bernard and with major contributions from other NISSEM members, content is currently being drafted that will provide additional guidance to writers and illustrators in Africa on how to embed SEL into textbooks and other materials in ways that support the key messages of the 2015 Guide. Following a process of review by a group of international researchers and practitioners, the guidance document and instructional video for writer’s workshops are scheduled for completion by September, 2015.
Prof Aaron Benavot, of the University at Albany, SUNY, supported by NISSEM colleagues, is undertaking a research project for UNESCO, on Learning and Teaching Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) in the Transition from Early Childhood to Primary and Secondary Education.
The project is...being undertaken jointly with the Sustainability and Education Policy Network of the University of Saskatchewan, directed by Prof Marcia McKenzie. The aim of the study is to compare the balance of cognitive, social-emotional, and behavioural objectives in national education policies for global citizenship education (GCED) and education for sustainable development (ESD) at pre-primary primary and secondary level, in two selected countries from each of the five UNESCO Regions..The research report will feed into a global meeting on ESD and GCED to be convened by UNESCO in April 2019.