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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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UNESCO Malala Fund for Girls' Right to Education المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The UNESCO Malala Fund for Girls’ Right to Education was launched in 2012 to expand girls’ access to quality education, especially in countries affected by conflict and disaster. UNESCO Malala Fund for Girls' Right to Education المؤلف المؤسسي: 유네스코 The UNESCO Malala Fund for Girls’ Right to Education was launched in 2012 to expand girls’ access to quality education, especially in countries affected by conflict and disaster. 
Human rights education in the school systems of Europe, Central Asia and North America: a compendium of good practice سنة النشر: 2009 المؤلف المؤسسي: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) “Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice” is a compilation of 101 examples of good practice in human rights education in primary schools, secondary schools and teacher training institutions in the Organization for Security and Co-operation in Europe (OSCE) area, which is also covered by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Office of the United Nations High Commissioner for Human Rights (OHCHR) and, partially, the geographical mandate of the Council of Europe (CoE).The term “human rights education” is often used in this resource in a broader sense, to also include educationfor democratic citizenship and education for mutual respect and understanding, which are all based on internationally agreed human rights standards. These three areas are seen as interconnected and essential within educational systems in order to prepare youth to be active, responsible and caring participants in their communities, as well as at the national and global levels.Human rights education has been defined as education, training and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them, but also imparts the skills needed to promote, defend and apply human rights in daily life. Education for democratic citizenship focuses on educational practices and activities designed to help young people and adults to play an active part in democratic life and exercise their rights and responsibilities in society. Education for mutual respect and understanding highlights self-respect, respect for others, and the improvement of relationships between people of differing cultural traditions.This book aims to support quality teaching in these areas and to inspire educational policymakers (those working in education ministries and local school boards) and administrators, teachers, teacher trainers, non-formal educators and all other interested actors, as well as to facilitate networking and the exchange of experience among education professionals. 
MTB-MLE: mother tongue-based multilingual education; lessons learned from a decade of research and practice سنة النشر: 2014 المؤلف المؤسسي: UNESCO What role can language play in improving education for minority language communities? What are language rights? What place does Mother Tongue-Based Multilingual Education have in realizing other development goals?These important questions were addressed by the 4th International Conference on Language and Education. The conference brought together over 300 practitioners from 30 countries, reflecting the incredible diversity of the Asia-Pacific region and clearly demonstrating the importance of Mother Tongue-Based Multilingual Education (MTB-MLE). This brochure summarizes some of the key messages from this landmark event. MTB-MLE: langue maternelle basée sur l'éducation multilingue; les enseignements tirés d'une décennie de recherche et de pratique سنة النشر: 2014 المؤلف المؤسسي: UNESCO Quel rôle la langue peut jouer dans l'amélioration de l'éducation pour les communautés de langue minoritaire? Quels sont les droits linguistiques? Quelle est la place langue maternelle basée sur l'éducation multilingue ont dans la réalisation d'autres objectifs de développement?Ces questions importantes ont été abordées par la 4e Conférence internationale sur la langue et de l'éducation. La conférence a réuni plus de 300 praticiens de 30 pays, ce qui reflète l'incroyable diversité de la région Asie-Pacifique et démontre clairement l'importance de la langue maternelle basée sur l'éducation multilingue (MTB-MLE). Cette brochure résume les principaux messages de cet événement historique. Joint E-9 Statement on Education Beyond 2015: Islamabad Statement سنة النشر: 2014 المؤلف المؤسسي: UNESCO This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. Joint E-9 Déclaration sur l'éducation Au-delà de 2015: Déclaration Islamabad سنة النشر: 2014 المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Cette déclaration est adoptée par les participants de la 10e E-9 Réunion Ministérielle tenue à Islamabad, au Pakistan, le 27-28 Novembre 2014. Ils ont fait le point sur les progrès réalisés depuis 2000 et des défis restant dans les neuf pays dans la réalisation des six éducation pour tous (EPT), et réfléchi sur les priorités et les perspectives de chaque pays pour soutenir et faire progresser le développement de l'éducation au-delà de 2015. Leurs délibérations se sont fondées sur un examen attentif des nationaux EPT 2015 Avis sur les pays concernés, le Muscat Accord adopté à l'éducation globale pour tous Réunion (Muscat, Oman, 12-14 mai 2014), le document final du groupe de travail à composition Assemblée Générale des Nations Unies sur les objectifs de développement durable, et a pris en compte la Déclaration d'Aichi-Nagoya sur l'éducation pour développement durable, ainsi que l'évolution du contexte mondial qui façonne la coopération entre les pays E-9. 
Informe de las Naciones Unidas sobre el desarrollo de los recursos hídricos en el mundo 2016: agua y empleo سنة النشر: 2016 المؤلف المؤسسي: UNESCO Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. 九个人口大国关于2015年后教育的联合声明 : 伊斯兰堡声明 سنة النشر: 2014 المؤلف المؤسسي: 联合国教科文组织 (UNESCO) This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. البيان المشترك للبلدان التسعة ذات الأعداد الضخمة فيما يخص التعليم في مرحلة ما بعد عام 2015 سنة النشر: 2014 المؤلف المؤسسي: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries.