Teacher Resource Centre

In this guide, there are prompts to support exploration of the content and application to the local context. There are also tips to support educators as they make space and time for professional learning within their busy and, often, stressful lives. Finally, this guide offers some advice regarding online, and/or other technological aspects, of this training.

The Quality Holistic Learning Project (QHL), of which this face-to-face workshop is one element, aims to prepare educators to deliver high-quality lessons which support holistic learning for children and youths of diverse backgrounds (refugee, migrant, and/or citizen) within host country, displacement, and crisis contexts. They define quality holistic learning as that which attends to:

• academic, cognitive, and identity development,
• social and emotional learning, and
• mental/psychosocial and physical well-being and which delivers: positive schooling experiences, ● feelings of belonging and safety, growth and development, and equitable outcomes for all learners.

This manual is intended to support the delivery of one full day workshop on the topic of supporting Quality Holistic Learning in crisis contexts through the implementation of asset-based pedagogical tools and activities and through sustaining safe and secure learning spaces. The workshops are the result of the insightful contributions of a committed team of teachers and educators from Kenya, Lebanon, and Niger.

The Quality Holistic Learning Project (QHL), of which this face-to-face workshop is one element, aims to prepare educators to deliver high-quality lessons which support holistic learning for children and youths of diverse backgrounds (refugee, migrant, and/or citizen) within host country, displacement, and crisis contexts. We define quality holistic learning as that which attends to:

• academic, cognitive, and identity development,
• social and emotional learning, and
• mental/psychosocial and physical well-being and which delivers: positive schooling experiences, feelings of belonging and safety, growth and development, and equitable outcomes for all learners.

This resource kit includes several components that provide teachers with information on why and how to incorporate living heritage into their school based activities. It was developed as a result of the UNESCO–EU initiative on cultural heritage and education, under the European Year of Cultural Heritage in 2018, and it builds on projects across a variety of subjects developed by teacher from 10 countries.

The aim of this guide is to provide teachers with a selection of relevant and accessible in-classroom and out-of-classroom educational resources (summaries of short activities, lessons, units) that aim to instil the principles of the rule of law among secondary school students.

It can also be used by professionals working in non-formal education or engaging with young people, for example, in sports associations, community organizations, social work and the justice sector.

A guide for primary school teachers is available here.

The aim of this guide is to provide teachers with a selection of relevant and accessible in-classroom and out-of-classroom educational resources (summaries of short activities, lessons, units) that aim to instil the principles of the rule of law among primary school students.

It can also be used by professionals working in non-formal education or engaging with young people, for example, in sports associations, community organizations, social work and the justice sector.

A guide for secondary school teachers is available here.