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Élaboration et révision des programmes d'enseignement pour l'éducation à la citoyenneté démocratique et aux droits de l'homme Year of publication: 2016 Corporate author: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all. 
Education for All 2000-2015: Achievements and Challenges; EFA Global Monitoring Report, 2015; Summary Year of publication: 2015 Corporate author: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. Other lang. title: L'Education pour tous 2000-2015: progrès et enjeux, rapport mondial de suivi sur l'EPT, 2015, résumé; La Educación para Todos, 2000-2015: logros y desafíos, informe de seguimiento de la EPT en el mundo, 2015, resumen Year of publication: 2015 Corporate author: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. L'Education pour tous 2000-2015: progrès et enjeux, rapport mondial de suivi sur l'EPT, 2015, résumé Year of publication: 2015 Corporate author: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 모두를 위한 교육 2000-2015: 성과와 과제; EFA 세계 현황 보고서, 2015; 요약본 Year of publication: 2015 Corporate author: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. Разработка и пересмотр учебных программ по воспитанию демократической гражданственности и образованию в области прав человека Year of publication: 2016 Corporate author: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all. 
How to Stop Misinformation in Times of Coronavirus? Year of publication: 2020 Corporate author: United Nations Development Programme (UNDP) | UNESCO Learn how to identify unverified content you receive on your cell phone and avoid spreading information on social media that has not been checked by credible sources. Caring for reliable information is everyone's responsibility, and helps us make better decisions.Learn more about this campaign by UNESCO and UNDP at:https://en.unesco.org/news/disinformation-silent-weapon-times-pandemic 
Framework for Reopening Schools; April, 2020 Year of publication: 2020 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | World Food Programme By late April, nationwide school closures were still disrupting the learning of more than 73 per cent of students, or more than 1.2 billion children and youth. When deciding whether to reopen schools, authorities should look at the benefits and risks across education, public health and socio-economic factors, in the local context, using the best available evidence. The best interest of every child should be paramount.The guidelines aim to inform the decision-making process regarding school reopening, support national preparations and guide the implementation process, as part of overall public health and education planning processes. It is designed to be a flexible tool that can be adapted to each context and updated as the situation changes. The guidelines outline six key priorities to assess the readiness of those schools and inform planning. 
Teacher Training for Multicultural Education in Favour of Democracy and Sustainable Development: the Territorial Approach Year of publication: 1995 Author: Raúl Galiardi | Paula Bernadini Mosconi Corporate author: UNESCO This publication is part of the book Teacher Training and Multiculturalism: National Studies. This book presents the outcomes concerning the initial training systems of teachers in eight countries at different levels of development in different regions of the world but who are faced with a common challenge to educate for cultural diversity. Both the conclusions of each particular study and the general outcomes demonstrate the complexity of the problems and the benefits of comparative analysis. Overcoming prejudices and stereotypes is not an easy task nor likely to be achieved in the short term. Mentalities change far more slowly than knowledge and, because of this, educational strategies need to be applied in the long term. This study also shows that it is necessary to improve the exchange of experiences as well as contacts between people and institutions who are confronted with the same problems in different contexts. The publication of the initial outcomes of this project is intended to enrich the quality of discussions between specialists and institutions who, in different parts of the world, are concerned by multicultural education as an instrument to promote understanding, respect and dialogue between cultures. 
Repenser l'éducation: vers un bien commun mondial? Year of publication: 2015 Corporate author: UNESCO Les changements dans le monde d'aujourd'hui sont caractérisés par de nouveaux niveaux de complexité et de contradiction. Ces changements génèrent des tensions pour lesquelles il est prévu l'éducation pour préparer les individus et les communautés en leur donnant la possibilité d'adaptation et de réponse. Cette publication contribue à repenser l'éducation et l'apprentissage dans ce contexte. Elle se fonde sur l'une des principales tâches de l'UNESCO comme un observatoire mondial de la transformation sociale dans le but de stimuler le débat sur les politiques publiques. Il est un appel au dialogue entre tous les intervenants. Il est inspiré par une vision humaniste de l'éducation et du développement, fondée sur le respect de la vie et la dignité humaine, l'égalité des droits, la justice sociale, la diversité culturelle, la solidarité internationale et la responsabilité partagée pour un avenir durable. Ce sont les fondements de notre humanité commune. Ce livre améliore la vision fournie par les deux publications de point de repère de l'UNESCO: Apprendre à être: Le monde de l'éducation aujourd'hui et demain (1972), le «Rapport Faure», et l'apprentissage: Le trésor est caché dedans (1996), le «Rapport Delors».