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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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Combattre l’homophobie et la transphobie : Propositions pédagogiques سنة النشر: 2014 المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le présent programme pédagogique a été élaboré à l’occasion de l’IDAHO 2012, autour du thème « Combattre l’homophobie et la transphobie DANS et PAR l’éducation », en réponse à la prise de conscience que le harcèlement homophobe ou transphobe dans les écoles sont des manifestations de l’homophobie et de la transphobie auxquelles étudiants et membres du corps enseignant du monde entier doivent faire face au quotidien. Un problème sérieux qui ne peut être ignoré.Diverses études démontrent que le harcèlement homophobe ou transphobe peut avoir de graves répercussions sur la santé physique et mentale des jeunes gens et jeunes filles qui le subissent à un moment crucial de leur vie. Le harcèlement homophobe peut entraîner une baisse des performances d’apprentissage, voire, parfois, le décrochage scolaire. Les jeunes personnes lesbiennes, gays, bisexuelles, transgenres ou intersexes (LGBTI) victimes de harcèlement homophobe sont plus enclines à l’automutilation, et on dénombre parmi cette population beaucoup plus de cas de suicide que chez les autres jeunes. Les recherches révèlent aussi que les jeunes LGBTI ont tendance à adopter des comportements à haut risque tels que les rapports sexuels non protégés et la consommation de stupéfiants. 
Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability سنة النشر: 2005 المؤلف المؤسسي: UNESCO Members of the International Network made recommendations related to reorienting teacher education to address sustainability. The recommendations are pieces of wisdom garnered through the experimentation and hard work of teacher educators.The recommendations concern ministerial and national levels to the local level. The recommendations involve curriculum, pedagogy, policy, practice, programs, rewards, research, information and computer technology, partnerships, networking, communications, etc.Members of the International Network repeatedly mentioned the urgency to act and the need for profound change. While many spoke of the enormity of the task at hand, all who participated were able to make signifi cant and positive inroads. Interested individuals operating within their own spheres of control (e.g., weaving sustainability themes into their own classroom curricula) made great headway reorienting their programs. Also, many institutions were able to develop new courses at both the undergraduate and graduate levels. Problems arose, however, when the Network members advocated for change beyond the sphere of direct control. ESD within teacher-education institutions is currently endorsed by early-adopters. However, it will take concerted effort and resources to establish ESD in curricula, programs, practices, and policies across teacher-education institutions. 
Review of the Evidence on Sexuality Education: Report to Inform the Update of the UNESCO International Technical Guidance on Sexuality Education سنة النشر: 2018 المؤلف: Paul Montgomery | Wendy Knerr المؤلف المؤسسي: UNESCO UNESCO published the International Technical Guidance on Sexuality Education (ITGSE): An evidence-informed approach for schools, teachers and health educators, in 2009. It put forward the rationale for sexuality education, technical advice on characteristics of effective programmes, and topics and learning objectives to be covered in a ‘basic minimum package’ of sexuality education for children and young people aged 5–18+. Since the publication, UNESCO, several UNAIDS cosponsors and other international partners have advocated for ‘comprehensive sexuality education’ (CSE) for all adolescents and youth, and as an essential component of quality education.With the passage of time and the expanded understanding of the role of CSE, UNESCO sought to review the ITGSE with the aim of updating its content to reflect the evidence and lessons learned from implementing sexuality education programmes since 2009. UNESCO sought the technical services of a consultant team to conduct an evidence review to inform the update.This review would involve research on new evidence and good practice in sexuality education including evidence on the effectiveness of CSE and lessons documented through the implementation of sexuality education programmes to highlight benchmarks of quality CSE content and modalities of delivery. The research was also intended to make recommendations as to the: adequacy of existing content; presence of any gaps in this content; and evidence-based recommendations on how such content gaps can be addressed in the updated ITGSE. 
Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) سنة النشر: 2016 المؤلف: Jagtar Singh | Paulette Kerr | Esther Hamburger المؤلف المؤسسي: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
Transforming Lives through Education سنة النشر: 2018 المؤلف: Anne Müller | Cristina Stanca-Mustea المؤلف المؤسسي: UNESCO 1945-2018: This book invites the reader on a fascinating photographic journey that highlights UNESCO’s work in promoting education across the world for more than seven decades. Above all, it testifies to the power of education to transform lives, build self-confidence, contribute to economic and social progress, and promote intercultural understanding.Through this book, the reader will discover the history of UNESCO’s work in education from its foundation to its current role as global leader for the coordination of Goal 4 of the United Nations 2030 Agenda for Sustainable Development, dedicated to education.The publication highlights the important milestones, normative advances, innovations and outstanding projects in our history, which bear witness to our humanistic vision of education. Drawing on a rich archive of photographs, some of them little known, this book illustrates the scale and diversity of UNESCO’s education programme across the globe. Transformer la vie grâce à l'éducation سنة النشر: 2018 المؤلف: Anne Müller | Cristina Stanca-Mustea المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) 1945-2018 : cet ouvrage vous invite à un passionnant voyage photographique qui témoigne de l’action de l’UNESCO pour promouvoir l’éducation à travers le monde depuis maintenant plus de sept décennies. Il témoigne avant tout du pouvoir de l’éducation pour transformer les vies, développer la confiance en soi, contribuer au progrès économique et social, favoriser la compréhension interculturelle.En parcourant cet ouvrage, le lecteur découvrira l’histoire de l’action de l’UNESCO en matière d’éducation, depuis ses débuts jusqu’à son rôle actuel de chef de file, au niveau mondial, pour la coordination de l’Objectif de développement durable 4 dédié à l’éducation, dans le cadre de l’Agenda 2030 défini par les Nations Unies.Ce livre reflète les jalons que nous avons posés, les avancées normatives et les innovations que nous avons réalisées, les projets phares que nous avons conduits et rend compte de notre vision humaniste de l’éducation. S’appuyant sur de riches archives photographiques, don't certaines sont peu connues, ce livre illustre l’ampleur et la variété du programme d’éducation de l’UNESCO à travers le monde. 
UNESCO Associated Schools Network: guide for national coordinators سنة النشر: 2018 المؤلف المؤسسي: UNESCO This document describes in detail the history of the UNESCO Associated Schools Network, its mission, goals, management, membership, and other information. It is a guide for National Coordinators who are the link between the schools in their country, their National Commission and other national authorities, and the International Coordinator at UNESCO. Сеть ассоциированных школ ЮНЕСКО: Руководство для национальных координаторов سنة النشر: 2018 المؤلف المؤسسي: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) В данной работе подробно описывается история Сети ассоциированных школ ЮНЕСКО (Сеть ПАШ), ее миссия, цели, управление, членство и др. информация. Она является руководством для национальных координаторов, которые осуществляют взаимосвязь между школами своей страны, ее национальной комиссией по делам ЮНЕСКО и другими национальными властями18, а также международным координатором в Штаб-квартире ЮНЕСКО. 
Diversity, Dialogue and Sharing: Online Resources for a More Resourceful World سنة النشر: 2017 المؤلف: Francine Saillant المؤلف المؤسسي: UNESCO The different societies and regions of the world are developing original perspectives on diversity, cultural rapprochement and intercultural dialogue. These perspectives arise through the complex interactions between regional structures, governmental bodies, civil society and cultural institutions. The tools available to these actors are easily identifiable on a global scale, particularly those regularly produced by UNESCO. However, other tools exist - intercultural universities, virtual libraries, training programs for urban policies, MOOCS, video conferences, virtual exhibitions, online archives, to name but a few - their visibility limited by their fragmented distribution. It is through these resources that countries and regions succeed in producing responses in support and promotion of diversity adapted to their context specific problems.This book provides a reinterpretation of the concept of intercultural dialogue rooted in regional perspectives on diversity, giving a broad panorama of the shared theoretical, practical and technical tools and online resources available.This book comprises three parts. Part 1 examines the perspectives selected for our inquiry from a conceptual and reflective standpoint. Topics covered will include the notions of diversity and dialogue, an examination of these notions, and finally our methodology. Part 2 introduces the regions (in the sense established by UNESCO), their diversity-related characteristics and issues, and the regional strategies adopted in order to promote not only diversity but also rapprochement and dialogue. Finally, Part 3 details the various actions that embody the regions’ strategies and broad orientations, with each action being presented based on its underlying aims. Parts 2 and 3 represent two different ways of approaching the shared and shareable resources in question, of which we hope to present the most promising aspects. 
Let's Decide How to Measure School Violence (Policy Paper 29) سنة النشر: 2017 المؤلف المؤسسي: UNESCO Violence in schools and other education settings causes serious harm to children and adolescents that can last into adulthood. As the UN World Report on Violence against Children observed, it is a global phenomenon (Pinheiro, 2006). Policies, laws and strategies to prevent school-related violence depend on accurate knowledge of its global prevalence, trends and effects, but such evidence is lacking.In schools, manifestations of violence include bullying, corporal punishment, verbal and emotional abuse, intimidation, sexual harassment and assault, gang activity and the presence of weapons. While attention usually focuses on extreme events, the more common and often unnoticed forms of violence cause the greatest harm to the education experience of children and adolescents. These tend to be under-reported, as they often involve taboos.To collect data on aspects of violence in schools, large-scale, multi-country school-based surveys are increasingly used; some countries also have well-established monitoring mechanisms. Overall, however, consistent evidence on the global prevalence and trends of school-related violence is lacking. To ensure reliable data is gathered, action is needed to bridge differences between the various monitoring methods. This paper, launched to coincide with the International Symposium on School Violence and Bullying: From Evidence to Action, in Seoul, Republic of Korea (January 17–19, 2017), aims to inform the current debate and propose options for the future.