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 is UNESCO's first resource with a regional focus on teaching to prevent atrocity crimes. It was developed with the United Nations and in partnership with the UNESCO International Institute for Capacity Building in Africa (IICBA). The guide was informed by exchanges with African stakeholders and advisors and tested through a piloting exercise with African teachers and students. It provides principles for teachers to consider in facilitating learning and constructive discussions with their students.