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Working    group    1:
Text-based    materials    and    pedagogy

This Working Group addresses the core question of how writers of education materials in low-resourced countries can embed social and emotional learning (SEL) and SDG Target 4.7 themes within the content and pedagogy of the materials in order to further sustainable development and local, national and global citizenship.  
Areas of focus:
  • Create practical guidance for introducing SEL and 4.7 themes effectively to learners of different ages of schooling, in under-resourced, traditional or disrupted education systems.
  • Work with national textbook authorities to develop training courses for writers and illustrators (and where possible, examiners) that will ensure the inclusion of impactful, contextualized content and pedagogical support.
  • Design simple, locally applicable research tools for measuring how the planning and design of materials improve student engagement and comprehension.
  • Explore ways in which young people’s experiences can play an active role in the development of the content of textbooks and other learning materials. 

working     group    2:
​Monitoring,    measurement,    and    assessment

This Working Group links to international studies that monitor the inclusion of SDG Target 4.7 themes as well as 21st century skills, attitudes, values and behaviour into national education policies, curricula, teacher preparation programs and learning assessments. It also explores ongoing research into the measurement of SEL and SDG Target 4.7 themes in education materials and as learning outcomes. 
Areas of focus:
  • The ways in which measurement and monitoring activities contribute to 4.7 themes and SEL education, especially in low-resource and post-conflict settings.
  • How monitoring and assessment activities advance knowledge about the mainstreaming of 4.7 themes and SEL in education policies and practices in low-resource and post-conflict settings.
  • The analysis of content related to 4.7 themes and SEL related in order to support the work of policy-makers and materials writers.
  • The alignment of monitoring activities and measurement instruments with the challenge of education in low-resource and post-conflict settings.

working    group    3:
​Identity    and    textbooks

The Identity and Textbooks Working Group (ITWG) seeks to understand and develop tools so others can see the ways in which school textbooks can and do promote inclusive (versus exclusive) identities.  As appropriate, this may include the teaching of “difficult history.” We are collecting and drawing on existing materials. 
Areas of focus:
  • Develop analytic tools to help stakeholders understand the ways textbooks help shape identity as well as possibilities for more inclusive approaches.
  • Create guidance to help textbook developers and foster inclusiveness, and reduce exclusiveness in school textbooks.
  • Assemble strategies to help teachers think about fostering identity development in inclusive ways.