DOCSLIB.ORG

Reimagining Life Skills and Citizenship Education in the Middle East and North Africa a Four-Dimensional and Systems Approach to 21St Century Skills

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reimagining Life Skills and Citizenship Education in the Middle East and North Africa a Four-Dimensional and Systems Approach to 21St Century Skills Life Skills and Citizenship Education Initiative Middle East and North Africa Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to 21st Century Skills Conceptual and Programmatic Framework The following organizations contributed to the development of the Conceptual and Programmatic Framework: © 2017 UNICEF MENA Regional Office United Nations Children’s Fund Regional Office for the Middle East and North Africa P.O. Box 1551 Amman 11821 - Jordan Email: [email protected] Website: www.lsce-mena.org Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to 21st Century Skills Conceptual and Programmatic Framework The following organizations contributed to the development of the Conceptual and Programmatic Framework: CONTENTS LIST OF BOXES, TABLES AND FIGURES iv ABBREVIATIONS AND ACRONYMS vi PREFACE AND ACKNOWLEDGMENTS viii EXECUTIVE SUMMARY 1 1. A TRANSFORMATIVE VISION OF EDUCATION FOR THE 21ST CENTURY 15 1.1. Education in MENA 16 1.2. Towards a conceptual understanding of life skills and citizenship education 20 1.3. Proposing a LSCE Conceptual and Programmatic Framework (CPF) 27 2. THE CONCEPTUAL FRAMEWORK 31 2.1. The four Dimensions of Learning: A holistic vision 31 2.2. The four Dimensions of Learning and their life skills clusters 35 2.3. Twelve core life skills for MENA 40 2.4. The twelve core life skills and subject areas 66 3. THE PROGRAMMATIC FRAMEWORK 71 3.1. Teaching and learning approaches 71 3.2. Multiple pathways approach 88 3.3. Key components of a systems approach 102 3.4. Monitoring and evaluation 106 4. TRAVELLING THE ROAD 113 ANNEX 1: THE TWELVE CORE LIFE SKILLS FOR MENA 115 ANNEX 2: COUNTRY PROPOSALS FOR MAINSTREAMING LSCE AT NATIONAL LEVEL 163 REFERENCES 167 LIST OF BOXES, TABLES AND FIGURES Boxes Box 1: The scope of the four Dimensions of Learning 33 Box 2: Three-step process for the identification of the twelve core life skills for MENA 35 Box 3: Principles of learner-centred education 74 Box 4: Benefits of small group work for life skills teaching and learning 74 Box 5: Some selected SEL teaching practices 76 Box 6: Life skills education and gender equality in school 81 Box 7: Teaching the core life skills: Learning objectives 82 Box 8: Ground rules for group work activities 83 Box 9: The RULER approach 84 Box 10: Main educational pathways for operationalising life skills 90 Box 11: TVET and the multiple pathways approach 92 Box 12: Passport to Success® (PTS) and Build Your Business® (BYB) 94 Box 13: Importance of the multiple pathways approach for improved civic engagement 95 Box 14: Life skills and psychosocial support 97 Box 15: Mainstreaming life skills and citizenship education through the curricular modality: 99 Lessons from the Tunisia curriculum reform Box 16: Learning Object Bank: An innovative approach integrating life skills in co-curricular disciplines 100 Box 17: Life skills and citizenship education within the national education reform process in Tunisia 103 Box 18: The case of the Morocco TVET reform 104 Tables Table 1: Life skills cluster of the Cognitive Dimension 36 Table 2: Life skills cluster of the Instrumental Dimension 38 Table 3: Life skills cluster of the Individual Dimension 39 Table 4: Life skills cluster of the Social Dimension 40 Table 5: Relevance of creativity by Dimensions of Learning 43 Table 6: Relevance of critical thinking by Dimensions of Learning 45 Table 7: Relevance of problem-solving by Dimensions of Learning 47 Table 8: Relevance of cooperation by Dimensions of Learning 49 iv Life Skills and Citizenship Education in the Middle East and North Africa Table 9: Relevance of negotiation by Dimensions of Learning 51 Table 10: Relevance of decision-making by Dimensions of Learning 53 Table 11: Relevance of self-management by Dimensions of Learning 55 Table 12: Relevance of resilience by Dimensions of Learning 57 Table 13: Relevance of communication by Dimensions of Learning 59 Table 14: Relevance of respect for diversity by Dimensions of Learning 61 Table 15: Relevance of empathy by Dimensions of Learning 63 Table 16: Relevance of participation by Dimensions of Learning 65 Table 17: Monitoring and evaluation framework at impact and outcome level 109 Table 18: Proposed monitoring and evaluation framework for the multiple pathways and 110 systems approach Figures Figure 1: Life Skills and Citizenship Education Conceptual and Programmatic Framework 30 Figure 2: The twelve core life skills 41 Figure 3: Teaching and learning principles 79 Figure 4: Examples of teaching and learning activities 85 Figure 5: The twelve core life skills as cross-cutting higher-order skills in the Tunisia curriculum reform 98 CONCEPTUAL AND PROGRAMMATIC FRAMEWORK v ABBREVIATIONS AND ACRONYMS AfDB African Development Bank AIDS acquired immunodeficiency syndrome BYB Build Your Business (IYF) C4D Communication for Development CASEL Collaborative for Academic, Social and Emotional Learning CBO community-based organization CCCI2 Civic Competence Composite Indicators 2 CFS Child Friendly Schools (UNICEF) CPF Conceptual and Programmatic Framework CVE countering violent extremism DDR disaster risk reduction ECE early childhood education EFA Education for All EMIS Education Management Information System FRESH Focusing Resources on Effective School Health partnership (UNESCO) GCE Global Citizenship Education GDP gross domestic product HIV human immunodeficiency virus IASC-MHPSS Inter-Agency Standing Committee on Mental Health and Psychosocial Support ICCS International Civic and Citizenship Education Study ICT information and communication technology IFC International Finance Corporation ILO International Labour Organization ISIS Islamic State in Iraq and Syria IT information technology IYF International Youth Foundation LMS Learning Management System LSCE Life Skills and Citizenship Education MENA Middle East and North Africa MHPSS mental health and psychosocial support MOE Ministry of Education MOH Ministry of Health MOL Ministry of Labour NEET not in education, employment or training vi Life Skills and Citizenship Education in the Middle East and North Africa NESP national education sector plans NGO non-governmental organization OCEAN Openness to experiences; Conscientiousness; Extraversion; Agreeableness; and Neuroticism OECD Organisation for Economic Co-operation and Development OFPPT Office of Vocational Training and Labour Promotion (Morocco) PIAAC Programme for International Assessment of Adult Competencies (OECD) PISA Programme for International Student Assessment (OECD) PTA parent teacher association PTS Passport to Success (IYF) PVE preventing violent extremism RORE rates of return to education SABER Systems Approach for Better Education Results (World Bank) SDG Sustainable Development Goal SEL social and emotional learning SHN school health and nutrition SMC school management committee SME small and medium-sized enterprise STEM science, technology, engineering and mathematics STEP Skills towards Employability and Productivity (World Bank) TIMSS Trends in International Mathematics and Science Study (International Association for the Evaluation of Educational Achievement) TVET Technical and Vocational Education and Training UAE United Arab Emirates UN United Nations UNAIDS Joint United Nations Programme on HIV/AIDS UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organisation UNGASS United Nations General Assembly Special Session UNICEF United Nations Children’s Fund UNWRA United Nations Relief and Works Agency for Palestine Refugees in the Near East USAID United States Agency for Development VTC Vocational and Training Corporation WEF World Economic Forum WHO World Health Organization Y4F Youth for the Future (IYF) CONCEPTUAL AND PROGRAMMATIC FRAMEWORK vii PREFACE AND ACKNOWLEDGMENTS The situation of learning in the Middle East and North Africa calls for a holistic, lifelong and rights-based vision of education that maximizes the potential of all children and youth in the region and better equips them to create meaning out of knowledge and to face the transitions from childhood to adulthood, from education to work, and from unreflective development to responsible and active citizenship. This is what drives the MENA Life Skills and Citizenship Education (LSCE) Initiative, kicked off in 2015 with the aim of supporting the countries of the region – conceptually, programmatically and technically – to improve learning and to better invest such learning in individual, social and economic development. Within the framework of the Sustainable Development Goals (SDGs), and with the acquisition of skills defined as a key objective of the 2030 Education Agenda, this Conceptual and Programmatic Framework (CPF) is meant to reimagine the work around life skills and citizenship education – while addressing both the conceptual and programmatic gaps – with a view of achieving scale, sustainability and long-term change towards quality learning in MENA. It is addressed to policy makers, practitioners and experts and it is meant to serve as a basis for guiding policies, strategies and programs through a systems approach and in the context of national education reforms. The LSCE CPF constitutes also a roadmap for the mobilization of a large network of partners through multiple pathways and modalities in education, in the social sphere, in the workplace and on the road to the workplace, with a view of reaching all children
Load more

Recommended publications
  • Race and Transnationalism in the First Syrian-American Community, 1890-1930
    Abstract Title of Thesis: RACE ACROSS BORDERS: RACE AND TRANSNATIONALISM IN THE FIRST SYRIAN-AMERICAN COMMUNITY, 1890-1930 Zeinab Emad Abrahim, Master of Arts, 2013 Thesis Directed By: Professor, Madeline Zilfi Department of History This research explores the transnational nature of the citizenship campaign amongst the first Syrian Americans, by analyzing the communication between Syrians in the United States with Syrians in the Middle East, primarily Jurji Zaydan, a Middle-Eastern anthropologist and literary figure. The goal is to demonstrate that while Syrian Americans negotiated their racial identity in the United States in order to attain the right to naturalize, they did so within a transnational framework. Placing the Syrian citizenship struggle in a larger context brings to light many issues regarding national and racial identity in both the United States and the Middle East during the turn of the twentieth century. RACE ACROSS BORDERS: RACE AND TRANSNATIONALISM IN THE FIRST SYRIAN-AMERICAN COMMUNITY, 1890-1930 by Zeinab Emad Abrahim Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements of the degree of Master of Arts 2013 Advisory Committee: Professor, Madeline Zilfi, Chair Professor, David Freund Professor, Peter Wien © Copyright by Zeinab Emad Abrahim 2013 For Mahmud, Emad, and Iman ii Table of Contents List of Images…………………………………………………………………....iv Introduction………………………………………………………………………1-12 Chapter 1: Historical Contextualization………………………………………13-25
    [Show full text]
  • Women in Action in Tunisia
    ISSUE BRIEF 06.24.20 Women in Action in Tunisia Khedija Arfaoui, Ph.D., Independent Human Rights Researcher Tunisia has long been recognized for its concern is the status of women in state progressive attitude toward women,1 with institutions, including courts, police stations, feminist organizations emerging as early and gendarmeries. Nine years after the as 1936.2 Moroccan author Tahar Ben 2011 uprisings, Tunisian women have not Jelloun suggests that, “[Tunisia] is the most lost any of their rights, but the move for progressive country in the Arab world.”3 equality is far from over and the need to Caroline Perrot asserts that “Tunisia is seen change societal norms remains a core issue. as a forerunner for women's rights in the Discrimination has persisted in Tunisia and it Arab world.”4 Valentine Moghadam shares seems the freedoms granted to women were the same view, stating, “Legal reforms mostly implemented in order to improve made Tunisia the most liberal country in the country’s reputation in the West. This the Arab world.”5 Women have been able brief aims to further an understanding of the to successfully lobby the government to substantive changes, if any, that women in ratify the Commission on the Elimination of Tunisia have experienced. Discrimination Against Women (CEDAW)6 and have demanded action against all forms of discrimination and violence.7 Women RECENT ACHIEVEMENTS AND continued to elevate their status after the SETBACKS IN WOMEN’S EQUALITY 2011 uprising using grassroots mobilization Education efforts, leading to support from politicians. Previously, decisions about women’s The government’s will to decrease gender status were made at the government level inequality has allowed women’s access to and women were not consulted.
    [Show full text]
  • June 2014 the WAR FOLLOWS THEM
    June 2014 THE WAR FOLLOWS THEM Syrian University Students and Scholars in Lebanon By: Keith David Watenpaugh, Adrienne L. Fricke, and James R. King June 2014 THE WAR FOLLOWS THEM Syrian University Students and Scholars in Lebanon By: Keith David Watenpaugh, Adrienne L. Fricke, and James R. King with Rawan Arar, Tara Siegel, and Andrea Stanton Copyright © 2014 Institute of International Education, Inc. All Rights Reserved. This publication was made possible in part by a grant from Carnegie Corporation of New York to the Institute of International Education (IIE) and the Global Platform for Syrian Students. The statements made and views expressed are solely the responsibility of the authors. or the report’s funders. To download additional copies of this report, please visit us online at www.iie.org. Press inquiries: Other inquiries: Institute of International Education Institute of International Education Scholar Rescue Fund This report on the conditions and educational needs of Syrian university students and scholars in Lebanon is part of a broader regional states. The study aims to provide policy and program recommendations for use by governments, multilateral agencies, international NGOs, donors, universities, and other institutions, with the overall goal of improving access to higher education for displaced Syrian university New York in September 2014, and at other conferences and events. The study will be published in the winter of 2014. Institute of International Education A world leader in the international exchange of people and ideas, the Institute of International Education (IIE) designs and implements programs of study and training for students, educators, young professionals, and trainees from all sectors.
    [Show full text]
  • Barriers to Education for Syrian Refugee Children in Jordan
    HUMAN PREVENTING A LOST GENERATION: JORDAN RIGHTS “We’re Afraid For Their Future” WATCH Barriers to Education for Syrian Refugee Children in Jordan “We’re Afraid for Their Future” Barriers to Education for Syrian Refugee Children in Jordan Copyright © 2016 Human Rights Watch All rights reserved. Printed in the United States of America ISBN: 978-1-6231-33955 Cover design by Rafael Jimenez Human Rights Watch defends the rights of people worldwide. We scrupulously investigate abuses, expose the facts widely, and pressure those with power to respect rights and secure justice. Human Rights Watch is an independent, international organization that works as part of a vibrant movement to uphold human dignity and advance the cause of human rights for all. Human Rights Watch is an international organization with staff in more than 40 countries, and offices in Amsterdam, Beirut, Berlin, Brussels, Chicago, Geneva, Goma, Johannesburg, London, Los Angeles, Moscow, Nairobi, New York, Paris, San Francisco, Sydney, Tokyo, Toronto, Tunis, Washington DC, and Zurich. For more information, please visit our website: http://www.hrw.org “We’re Afraid for Their Future” Barriers to Education for Syrian Refugee Children in Jordan Summary ............................................................................................................................ 1 I. Background .................................................................................................................... 11 Syrian Displacement to Jordan ...............................................................................................
    [Show full text]
  • Model Arab League
    Samuel Adelson, May 2013 Model Arab League Annotated Bibliography for Syria ncusar.org/modelarableague Model Arab League Research Resources: Syria Page 1 Samuel Adelson, May 2013 This annotated bibliography was created to serve as a research resource for students taking part in the National Council on U.S.-Arab Relations’ Model Arab League Program. With the understanding that research can be intimidating and time consuming, an effort was made to find a set of scholarly articles that give a detailed background and thorough account of the current situation for this League of Arab States member. Included are annotations designed to give a description of the source with the intention of students completing the research on their own. There has been an attempt to focus on more contemporary scholarship, specifically post- 9/11 and post-2011 (so-called “Arab Spring”) where possible, as these are two phenomena that fundamentally changed politics in the Arab world. These sources should provide students with a solid basis for understanding the country they are representing in both regionally and globally significant issues as well as the interests of other countries within the League of Arab States. At the time of this writing, Syria is in a state of war. Protests that began in March of 2011 in the wake of the Arab Spring were met with a government military response. The use of lethal force by the Syrian army on civilian protesters eventually led the protests to become armed in rebellion. The ongoing state of affairs in Syria has become a humanitarian crisis, as refugees flee from Syria into neighboring countries and the Syrian army routinely bombs areas suspected of harboring and aiding rebels.
    [Show full text]
  • Developing Education in Syria After Crisis: Children in Focus
    GSJ: Volume 8, Issue 3, March 2020 ISSN 2320-9186 1929 GSJ: Volume 8, Issue 3, March 2020, Online: ISSN 2320-9186 www.globalscientificjournal.com Developing education in Syria after crisis: Children in focus Dr. Ali Albasha, PhD Educational Technology [email protected] Abstract The paradox of education in Syria is now epitomized by the trilogy of schools destruction, shortness of teachers and a situation of schoolchildren who were settled in diaspora like Turkey, Lebanon and Jordan or in the destructed regions inside Syria. Up to time, there are no factual statistics indicating the real figures of damaged / destroyed schools or even indications to the approximate number of school children that might join schools. A policy paper in London, 2016 has indicated that 5.4 millions of children and teenagers lack education. A report of UNICEF’s response for children, 2018 has indicated that one of each three schools is partially or totally destroyed. According to INEE, 2016, the fatalities of teaching staff is enumerated to 150.000 personnel or more, and so this figure is close less to the facts of escape and displacement. The reason of this study is to contribute to the educational process in Syria after crisis. So then, it requires applying a course of actions, particularly interviewing the officers of education in Syria or the commissioners of education in the hosting countries of Turkey, Lebanon and Jordan in order to principally identify the exact numbers of Syrian school-age children that might be rejoining schools in Syria within the next year. Furthermore, it requires to identify the number of destroyed schools even partially or completely of which they need to be geared up.
    [Show full text]
  • Education in Syria: a Catalyst to Girls’ Well-Being Under Risk
    Education in Syria: a catalyst to girls’ well-being under risk Marta Guasp Teschendorff UNU-GCM Intern (May to July 2015) Contents Education in Syria: a catalyst to children’s well-being under risk ................................................. 1 Executive Summary ................................................................................................................... 1 Introduction .............................................................................................................................. 2 Context for out of school children in Syria ................................................................................ 2 The Syrian education system .................................................................................................... 4 Equality, the benchmark in the field of Syria education ........................................................... 5 FundinG and initiatives preventinG a “Lost Generation” ........................................................... 6 Conclusion and Recommendations ........................................................................................... 8 References .............................................................................................................................. 10 Executive Summary In the context of the ongoing armed conflict, Syria is the country of the world with most internally displaced people. AmonGst the most vulnerable, internally displaced children are paying a hiGh price for the country’s situation, which is undermininG their
    [Show full text]
  • SYRIA EDUCATION SECTOR ANALYSIS the Effects of the Crisis on Education in Syria, 2010-2015
    SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in Syria, 2010-2015 EXECUTIVE SUMMARY SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in Syria, 2010-2015 EXECUTIVE SUMMARY unite for children © 2016 UNICEF MENA Regional Office Cover photo: © UNICEF/2015/Sonoda Acknowledgements The Syria education sector analysis: The effects of the crisis on education in Syria, 2010-2015 – Executive Summary summarizes the findings of two studies: The Syria education sector analysis: The effects of the crisis on education in areas controlled by the Government of Syria, 2010-2015 and the Syria education sector analysis: The effects of the crisis on education in areas controlled by opposition groups, 2010-2015. The two studies were conducted by Suguru Mizunoya, Assistant Programme Director of the MSSc Programme in Global Political Economy and Assistant Professor in the Faculty of Social Science at the Chinese University of Hong Kong, and Robert West, independent consultant. For the study on areas controlled by the Government of Syria: Houda Sheikh Al Shabab, Director of Planning and International Cooperation, and Maher Mardini, Head of Statistical Department from the Ministry of Education, were instrumental in providing the EMIS data necessary to carry out the quantitative analysis. Special thanks go to Ali Rustom, Director of Population and Social Statistics from the Central Bureau of Statistics, who supported the planning and the implementation of the qualitative analysis. The Whole of Syria (WoS) Damascus Hub members reviewed several drafts of the document. The UNICEF Syria country office team, particularly Amson Simbolon, Tomoya Sonoda and Ranim Aldamman, contributed with technical inputs and valuable information.
    [Show full text]
  • Domestic and International Sources of the Syrian and Libyan Conflicts (2011-2020)
    Peer-reviewed Article International Security After the Arab Spring: Domestic and International Sources of the Syrian and Libyan Conflicts (2011-2020) EFE CAN GÜRCAN Asst. Prof. Department of International Relations, İstinye University Efe Can Gürcan is Associate Dean of Research and Development for the Faculty of Economics, Administrative and Social Sciences at İstinye University. He is also Chair of the Department of Political Science and Public Administration and a faculty member in the Department of Inter- national Relations, İstinye University. He serves as Research Associate at the University of Mani- toba’s Geopolitical Economy Research Group. Gürcan completed his undergraduate education in International Relations at Koç University. He received his master’s degree in International Studies from the University of Montréal and earned his PhD in Sociology from Simon Fraser University. He speaks English, French, Spanish and Turkish. His publications include three books as well as more than 30 articles and book chapters on international development, international conflict and international institutions, with a geographical focus on Latin America and the Middle East. His latest book is Multipolarization, South-South Cooperation and the Rise of Post-Hegemonic Governance. BRIq • Volume 1 Issue 2 Spring 2020 ABSTRACT The so-called Arab “Spring” may be considered as the most significant geopolitical event and the largest social mobilization that have shaped Greater Middle Eastern politics in the post-Cold War era. The present article examines how this process turned into an Arab “Winter”, having led to the world’s largest humanitarian crises since World War II. Using a geopolitical-economy framework guided by narrative analysis and incorporated comparison, this article focuses on the countries where the Arab Spring process led to gravest consequences: Syria and Libya.
    [Show full text]
  • Tunisian Case Study Mechanisms and Main Factors of a RES Auction
    AUCTION STUDY Tunisian case study Mechanisms and main factors of a RES auction March 2018 About RES4MED & Africa Renewable Energy Solutions for the Mediterranean & Africa RES4MED&Africa Who we are: RES4MED&Africa promotes the deployment of large-scale and decentralized renewable energy and energy efficiency in Southern-Mediterranean and Sub-Saharan African countries to meet local energy needs. Since its inception in 2012, the association gathers the perspectives and expertise of a member network from across the sustainable energy value chain. Our work: RES4MED&Africa functions as a platform for members and partners of emerging markets to foster dialogue and partnerships, share knowledge and build capacity to advance sustainable energy investments in Southern-Mediterranean and Sub-Saharan African countries. Our mission: RES4MED&Africa aims to create an enabling environment for renewable energy and energy efficiency investments in emerging markets through 3 work streams: - Acting as a connecting platform for dialogue & strategic partnerships between members and partners to exchange perspectives and foster cooperation; - Providing technical support & market intelligence through dedicated studies and recommendations based on members’ know-how to advance sustainable energy markets; - Leading capacity building & training efforts based on members’ expertise to enable skills and knowledge transfer that supports long-term sustainable energy market creation; At the end of 2015, RES4MED members decided to expand the geographic focus to Sub-Saharan Africa in light of the huge potentials and growth opportunities for Africa’s renewable energy sector. Members: RES4MED&Africa gathers a network of 38+ members from across the sustainable energy value chain including industries, agencies, utilities, manufacturers, financing institutions, consultancies, legal and technical services providers, research institutes, and academia.
    [Show full text]
  • Education and Conflict Review 2020
    EDUCATION AND CONFLICT REVIEW 2020 Education and Conflict Review Rebuilding Syrian higher education for a stable future Editor Tejendra Pherali Issue 3 Guest editor Juliet Millican July 2020 Centre for Education and International Development University College London, United Kingdom 1 EDUCATION AND CONFLICT REVIEW 2020 Cover image: College of Arts, Raqqa, Syria © Hassan Almohammed Image page 8: Main entrance of the College of Pharmacy, Raqqa, Syria © Hassan Almohammed Image page 37: College of Science, Raqqa, Syria © Hassan Almohammed Images page 52: Free Aleppo University in the Liberated Areas, Northern Syria Education and Conflict Review Rebuilding Syrian higher education for a stable future Editor Tejendra Pherali Guest editor Juliet Millican 1 EDUCATION AND CONFLICT REVIEW 2020 About Education and Conflict Review Education and Conflict Review is an open-source journal published by the Centre for Education and International Development, University College London. It focuses on debates about broad issues relating to education, conflict and international development and aims to provide succinct analyses of social, political, economic and security dimensions in conflict-affected and humanitarian situations. It provides a forum for knowledge exchange to build synergies between academics, practitioners and graduate students who are researching and working in these environments. CENTRE FOR EDUCATION AND INTERNATIONAL DEVELOPMENT Centre for Education and International Development (CEID) Department of Education, Practice and Society UCL Institute of Education University College London 20 Bedford Way London WC1H 0AL Email: [email protected] a lifeline to academics at risk The publication of this special issue was supported by Cara (the Council for At-Risk Academics). Cara was set up in 1933 by academics and scientists in the UK.
    [Show full text]
  • TUNISIA COPYRIGHT © 2021 by the World Bank Group 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet
    CLIMATE RISK COUNTRY PROFILE TUNISIA COPYRIGHT © 2021 by the World Bank Group 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org This work is a product of the staff of the World Bank Group (WBG) and with external contributions. The opinions, findings, interpretations, and conclusions expressed in this work are those of the authors and do not necessarily reflect the views or the official policy or position of the WBG, its Board of Executive Directors, or the governments it represents. The WBG does not guarantee the accuracy of the data included in this work and do not make any warranty, express or implied, nor assume any liability or responsibility for any consequence of their use. This publication follows the WBG’s practice in references to member designations, borders, and maps. The boundaries, colors, denominations, and other information shown on any map in this work, or the use of the term “country” do not imply any judgment on the part of the WBG, its Boards, or the governments it represents, concerning the legal status of any territory or geographic area or the endorsement or acceptance of such boundaries. The mention of any specific companies or products of manufacturers does not imply that they are endorsed or recommended by the WBG in preference to others of a similar nature that are not mentioned. RIGHTS AND PERMISSIONS The material in this work is subject to copyright. Because the WBG encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full attribution to this work is given.
    [Show full text]