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Des pays en marche vers l'éducation pour le développement durable, 2011: examen des expériences nationales; Chili, Indonésie, Kenya, Oman, Pays-Bas Year of publication: 2011 Author: I. Mulà | Daniella Tilbury Corporate author: UNESCO This publication has sourced information from a series of national reviews commissioned by UNESCO in 2010 and written by authoritative stakeholders in Chile, Indonesia, Kenya, the Netherlands and Oman. The selection of countries was based on: i) work showcased at the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany; ii) submissions to the monitoring and evaluation process for the Decade of Education for Sustainable Development (DESD); as well as iii) through evaluation material submitted by UNESCO staff in regional bureaux of education. The countries showcased in this report are not necessarily the ‘best’ examples of the region, as many other countries are also progressing effectively towards implementing ESD. Rather, the countries selected illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the learnt world. The national studies were then edited and harmonized before common themes and lessons learned were identified to support other national efforts in moving towards the second half of the UN Decade of Education for Sustainable Development. 
National journeys towards education for sustainable development, 2011: reviewing national experiences from Chile, Indonesia, Kenya, the Netherlands, Oman Year of publication: 2011 Author: I. Mulà | Daniella Tilbury Corporate author: UNESCO This publication has sourced information from a series of national reviews commissioned by UNESCO in 2010 and written by authoritative stakeholders in Chile, Indonesia, Kenya, the Netherlands and Oman. The selection of countries was based on: i) work showcased at the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany; ii) submissions to the monitoring and evaluation process for the Decade of Education for Sustainable Development (DESD); as well as iii) through evaluation material submitted by UNESCO staff in regional bureaux of education.The countries showcased in this report are not necessarily the ‘best’ examples of the region, as many other countries are also progressing effectively towards implementing ESD. Rather, the countries selected illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the learnt world. The national studies were then edited and harmonized before common themes and lessons learned were identified to support other national efforts in moving towards the second half of the UN Decade of Education for Sustainable Development. 
Progress on Education for Sustainable Development and Global Citizenship Education: Findings of the 6th Consultation on the Implementation of the 1974 Recommendation Year of publication: 2018 Corporate author: UNESCO Findings of the 6th Consultation on the implementation of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (2012-2016) Progress on Education for Sustainable Development and Global Citizenship Education “The Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms” was adopted by UNESCO’s General Conference at its 18th session in 1974. Every four years, Member States report to UNESCO on measures taken to implement the Recommendation in pre-primary, primary, secondary and post-secondary/tertiary education. This document summarizes and analyses the main findings of the 6th Consultation on the implementation of the 1974 Recommendation, covering the period of 2012 to 2016. The findings of the 6th Consultation provide important insight into how Member States are implementing the 1974 Recommendation as well as how they are progressing towards Target 4.7 of Sustainable Development Goal 4 on Education. Target 4.7 concerns Education for Sustainable Development and Global Citizenship Education, which are closely related to the 1974 Recommendation. Supporting Member States in implementing Target 4.7 is a UNESCO priority and essential to progress across the 2030 Agenda for Sustainable Development. Avances en la educación para el desarrollo sostenible y la educación para la ciudadanía mundial: resultados de la sexta consulta sobre la aplicación de la Recomendación sobre la Educación para la Comprensión Year of publication: 2018 Corporate author: UNESCO Hallazgos de la 6ta consulta sobre la implementación de la Recomendación de 1974 sobre Educación para la Comprensión, la Cooperación y la Paz Internacionales y la Educación relativa a los Derechos Humanos y a las Libertades Fundamentales (2012-2016). Progresos en Educación para Desarrollo Sostenible y Educación para la Ciudadanía Mundial “La Recomendación concerniente a la Educación para Comprensión, Cooperación y Paz internacional y Educación relativa a los Derechos Humanos y a las Libertades Fundamentales” fue adoptada en la Conferencia General de la UNESCO en su 18ava sesión de 1974. Cada cuatro años, los Estados Miembros reportan a la UNESCO sobre las medidas llevadas a cabo para implementar la Recomendación en los niveles preescolares, primario, secundario y post-secundario/terciario de educación. Este documento resume y analiza los hallazgos principales de la 6ta Consulta sobre la implementación de la Recomendación de 1974, cubriendo el período de 2012 a 2016. Los hallazgos de la 6ta Consulta proporcionan información importante sobre cómo los Estados Miembros están implementando la Recomendación de 1974, y de cómo están progresando hacia la Meta 4.7 del Objetivo de Desarrollo Sostenible 4 en Educación. La Meta 4.7 concierne a la Educación para el Desarrollo Sostenible y la Educación para la Ciudadanía Mundial, que están muy ligadas a la Recomendación de 1974. El apoyo a los Estados Miembros en la implementación de la Meta 4.7 es una prioridad para la UNESCO dado que es esencial para progresar hacia los objetivos de la Agenda 2030 para Desarrollo Sostenible. (Avances en la educación para el desarrollo sostenible y la educación para la ciudadanía mundial: resultados de la sexta consulta sobre la aplicación de la Recomendación sobre la Educación para la Comprensión, la Cooperación y la Paz Internacionales y la Educación relativa a los Derechos Humanos y las Libertades Fundamentales, de 1974 (2012-2016)) 지속가능발전교육과 세계시민교육의 진전: 1974년 「국제이해, 협력, 평화를 위한 교육과 인권, 기본 자유에 관한 교육 권고」의 이행(2012-2016년)에 관한 제6차 설문조사 결과 Year of publication: 2018 Corporate author: UNESCO 「국제이해, 협력, 평화를 위한 교육과 인권, 기본 자유에 관한 교육 권고」(Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms, 이하 1974년 권고안)는 1974년 제18차 유네스코 총회에서 채택되었다. 유네스코 회원국들은 매 4년마다 유아, 초등, 중등, 중등 이후/고등 분야 교육 내 1974년 권고안 이행 조치에 대해 유네스코에 보고한다. 이 보고서는 2012년부터 2016년까지의 1974년 권고안 이행 현황에 대한 제6차 설문조사1) (이하 제6차 설문조사) 결과를 요약·분석하고 있다. 제 6차 설문조사 결과는 회원국들이 지속가능발전목표(Sustainable Development Goal, SDGs) 내 교육 관련 목표(SDG 4) 중 세부목표 4.7을 달성하는 데 어떠한 진전이 있었는지, 그리고 1974년 권고안을 어떻게 이행하고 있는지 판단하기 위해 필요한 통찰력 있는 시각을 제공한다. 세부목표 4.7은 1974년 권고안과 밀접한 연관이 있는 지속가능발전교육(Education for Sustainable Development, ESD) 및 세계시민교육(Global Citizenship Education, GCED)과 관련이 있다(참고1). 세부목표 4.7의 이행을 위한 회원국들의 지원은 유네스코의 우선 순위이자, 지속가능발전을 위한 교육 2030 의제 전반에 걸쳐 진척을 이루는 데 필수적이다. 
Values Education thorugh Sports (infographics) Year of publication: 2016 Corporate author: UNESCO Education aux valeurs par le sport (infographie) Year of publication: 2016 Corporate author: UNESCO Repensar l'educacio: vers un bé comú mundial? Year of publication: 2015 Corporate author: UNESCO The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate. It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’. 
الصحافة، «الأخبار الزائفة» و«التضليل» : دليل التدريس والتدريب في مجال الصحافة Year of publication: 2020 Author: Julie Posetti | Cherilyn Ireton | Claire Wardle | Hossein Derakhshan | Alice Matthews | Magda Abu-Fadil | Tom Trewinnard | Fergus Bell | Alexios Mantzarlis Corporate author: UNESCO يسعى هذا الكتيب إلى توفير مقرر نموذجي ذي صلة دولياً، ومفتوح للتصرف أو التكييف، ويستجيب لمشكلة التضليل العالمي الناشئة التي تواجه المجتمعات بشكل عام، والصحافة بشكل خاص.تم تصميم هذا المقرر الدراسي النموذجي لتزويد مدارس ومدربي الصحافة بإطار ودروس لمساعدة الطلاب والممارسين في مجال الصحافة على التغلب على المشكلات المرتبطة بـ “الأخبار الزائفة“. ونأمل أيضاً أن يكون دليلاً مفيداً للصحفيين الممارسين.ويضم هذا المقرر مدخلات من كبار المدرسين والباحثين والمفكرين في مجال الصحافة الدولية الذين يسهمون في تحديث طرائق الصحافة وممارساتها لمواجهة تحديات التضليل ومعلوماته المضللة. والدروس قائمة على السياق وذات طبيعة نظرية، ولكن في حالة التحقق عبر الإنترنت، فهي عملية للغاية. وسواء استخدمت كمقرر دراسي في الجامعة أو بشكل مستقل، فإن هذه الصفحات تساعد في تحديث الوحدات التعليمية القائمة أو إنشاء مناهج جديدة.وهي جزء من “المبادرة العالمية للتميز في تدريس الصحافة“، والتي هي محور برنامج اليونسكو الدولي لتنمية الاتصال (IPDC). وتسعى هذه المبادرة إلى الانخراط في تدريس الصحافة والبحث في هذا المجال من منظور عالمي، بما في ذلك تبادل الممارسات الدولية الجديدة. 
Журналистика, «фейковые новости» и дезинформация : Руководство для академической и профессиональной подготовки журналистов Year of publication: 2019 Author: Julie Posetti | Cherilyn Ireton | Claire Wardle | Hossein Derakhshan | Alice Matthews | Magda Abu-Fadil | Tom Trewinnard | Fergus Bell | Alexios Mantzarlis Corporate author: UNESCO Данное руководство призвано служить образцом международной учебной программы, открытой для адаптации и внедрения. Это значимая попытка осмыслить глобальную проблему дезинформации, с которой сталкивается общество в целом и журналистика в частности. Типовая учебная программа предназначена для того, чтобы ознакомить преподавателей журналистики и студентов-журналистов с вопросами, связанными с "фейковыми новостями", и представить образец учебного плана.Оно объединяет вклад ведущих международных преподавателей журналистики и исследователей, которые помогают обновлять методы и практику журналистики для решения проблем дезинформации и некорректной информации. Занятия являются комплексными: теоретическими, а в случае онлайн-верификации в высшей степени практическими. Используемые вместе в качестве курса или независимо друг от друга, они могут помочь обновить существующие учебные модули или создать новые. Это руководство является частью глобальной инициативы по повышению качества журналистского образования, которая находится в центре внимания международной программы ЮНЕСКО по развитию коммуникации (МПРК) и направлена на привлечение внимания к преподаванию, практике и исследованию журналистики с глобальной точки зрения, включая обмен передовым международным опытом.