Teacher Resource Centre

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.

The toolkit offers an introduction to gender-responsive pedagogy in early childhood education and serves as a practical guide that can be adapted to any context and the related needs. It provides teachers at early education practical tips to ensure they are able to offer children a learning environment that is free of prejudice and stereotypes. It is a source of ideas that individual teachers and school leaders can put to immediate use in their classrooms and schools. The toolkit was pre-trialled in three countries: Rwanda, South Africa and Zambia, and it can be contextualised for implementation in different African countries.

This guide is designed to build the capacity of teachers so that they are informed and empowered in why and how to educate for peace-building. It offers an analysis of conflict, examines the role of ethics, expands on the elements of transformative pedagogy. It also provides practical tools to support learners’ active participation in shaping the world around them and assess learners’ understanding of peacebuilding concepts and skills, all while engaging the community.

This guide is designed to build the capacity of secondary school teachers and teacher educators to integrate a peace and resilience building approach in education for the prevention of violent extremism. It builds on the Transformative Pedagogy for Peace-building guide and it was contextualized to the context the Sahel and surrounding countries.

The guide redefines the role of teachers, inviting them to make a paradigm shift in adopting a transformative pedagogy that allows learners to actively participate in their own learning. Transformative pedagogy builds on active pedagogy and the competencies-based approach. The guide concludes with engaging learning activities to support experiential learning.

This guide is designed to build the capacity of teachers so that they are informed and empowered in why and how to educate for peace-building. It offers an analysis of conflict, examines the role of ethics, expands on the elements of transformative pedagogy and provides practical tools to assess learners’ understanding of peacebuilding concepts and skills. It concludes with 20 engaging activities to support experiential learning.

The guide was developed as part of the "Teacher Training and Development for Peace-building in the Horn of Africa and Surrounding Countries project", which has as a long-term goal to develop a critical mass of teachers able to implement effective teaching and learning essential for preparing peace-loving and productive youth in Eritrea, Ethiopia, Kenya, Somalia, South Sudan and Uganda.

This is UNESCO’s first teacher’s guide on the prevention of violent extremism through education. It was developed in order to ensure its relevance in different geographical and socio-cultural contexts. Therefore, it can be used as it is or further contextualized, adapted and translated in order to respond to the specific needs of learners. 

The guide seeks to:
- provides practical advice on when and how to discuss the issue of
violent extremism and radicalization with learners;
- help teachers create a classroom climate that is inclusive and conducive
to respectful dialogue, open discussion and critical thinking.

This guide provides teachers with the necessary tools to highlight historical and current themes from the animated film "Where is Anne Frank".

It includes a preparatory lesson, a lesson to discuss the film and four detailed thematic follow-up lessons. The film and the lessons are accompanied by extensive background information and ready-to-use worksheets with information, questions and assignments.

Benefiting from the expertise of delegates from more than 30 member countries, the IHRA Recommendations for Teaching and Learning about the Holocaust are intended to provide a basis for policymakers, practitioners, and educators that will help them:
1. Develop knowledge of the Holocaust, ensuring accuracy in individual understanding and knowledge and raising awareness about the possible consequences of antisemitism;
2. Create engaging teaching environments for learning about the Holocaust;
3. Promote critical and reflective thinking about the Holocaust including the ability to counter Holocaust denial and distortion;
4. Contribute to Human Rights and genocide prevention education

This anti-cyber bullying resource is designed to enable students to develop a positive sense of themselves and a commitment to caring for themselves and others.

It includes a set of ten lesson plans that is intended to be used by teachers and schools who wish to address the issue of bullying as a whole, with particular focus on the issue of cyber bullying.