Instrumento dirigido a facilitadores institucionales que desarrollen actividades de Reducción del Riesgo de Desastres (RRD) en instituciones educativas de Colombia que ofrece al facilitador un orden lógico y una metodología para abordar el desarrollo de proyectos y actividades de reducción de riesgo en instituciones educativas.

Teachers, students, school volunteers, administrators, and parents in Poland and Turkey were surveyed about their views on intercultural education as part of a large study of states receiving considerable development funds. Though much information was eventually gathered across groups, there was remarkable difficulty in getting parents to acknowledge or comment on such types of learning.

In 2008, Kosovo entered a new phase of implementing a ten year education strategy (“Strategy for Development of Pre-University Education in Kosovo 2007-2017”). In compliance with the aforementioned Kosovo Education Strategy, the revision and finalisation of the 2001 Curriculum Framework for pre-university education was deemed as a priority for 2008/2009.

In order to overcome ethnic divisions and set the basis for a common curriculum framework for Bosnia and Herzegovina, different programmes supported by UNESCO, UNESCO IBE, European Commission, OSCE and other partner agencies were carried out to develop the personal and institutional capacities required for such a process.

Guía para la incorporación de la Gestión del Riesgo en el Sistema Educativo Plurinacional Boliviano desarrollado en el marco de la implementación de la Estrategia Andina para la Prevención y Atención de Desastres

Módulo de capacitación que atiende una de las necesidades centrales expresadas por los ministerios de Educación de los países andinos (Bolivia, Colombia, Ecuador y Perú) en relación a la formación de docentes en gestión de riesgos que permita un abordaje pertinente y apropiado del tema en las aulas, asentando con ello la concreción de la inserción curricular en el ámbito regional y local.

Soon after achieving independence, Timor-Leste, alongside development partners, prioritised a radical reform of the education sector. A critical component within this was to transform the primary curriculum to ensure that the content and pedagogy of what was taught in Timorese classrooms worked to support, rather than hinder, efforts at social and civic reconstruction

In many countries of the world, large numbers of children start school, only to find their teachers are speaking to them in a language they don't understand. In other places, teachers start by communicating with children in their own language, but as soon as written words and numbers are introduced, teachers use a language children don't understand.

El objetivo de este documento es recuperar experiencias y conocimientos aprendidos a través del proyecto DIPECHO "Apoyando la preparación ante desastres en el Alto" en Bolivia, facilitar el acceso a esta información, socializar la información recopilada con grupos de interés y contribuir a la superación de dificultades con base en experiencias concretas.

This case study discusses the politics of teaching history in post-genocide Rwanda and highlights lesson on the complexity of teaching history in post-conflict contexts. It also illustrates the relationship between political objectives and history.