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2016 한-유네스코 펠로우십 프로그램 최종보고서 Year of publication: 2016 Corporate author: APCEIU 본 보고서는 2016년 9월 1일부터 10월 31일까지 열린 ‘2016 한-유네스코 펠로우십 프로그램’에서이루어진 활동 내용과 성과물에 대한 요약을 담고 있다. 올해 10회를 맞이하는 본 프로그램에는 아시아태평양 및 아프리카 17개국 25명의 교육자들이 참가하였으며, 두 달간 기초교육, ICT교육(e-러닝), 세계시민교육 및 소녀교육의 4가지 주제영역에 대한 참가자들의 이해 증진과 역량강화를 위한 연수로 진행되었다. 이 보고서를 통해, 다양한 주제관련 강의, 워크숍, 현장학습활동, 교육자료 개발 프로젝트 등으로 이루어진 이 프로그램의 내용과 참가자들의 교육현장에서 의미 있게 적용될 수 있는 결과물과 실행계획 등 성과에 대한 내용을 살펴볼 수 있다. 문의: 유네스코 아태교육원 교육연수실(ent@unescoapceiu.org) 
ASPnet strategy for 2014-2021 global network of schools addressing global challenges: building global citizenship and promoting sustainable development Year of publication: 2014 Corporate author: UNESCO Associated Schools Project Network (ASPnet) Over the next 8 years (2014-2021), ASPnet needs to respond to the needs of education in a rapidly changing and increasingly complex world. The following strategy, therefore, has to remain flexible and requires regular re-evaluation in the light of a changing environment. Globalization and growing interconnectedness ask for increased networking and cooperation. ASPnet has proven to have a great potential for global school networking and educational innovations, which remain largely untapped. UNESCO can make much fuller use of ASPnet in its quest for and implementation of a successful Post-2015 Global Education Agenda. Stratégie du réSEAU pour 2014-2021 Un réseau mondial d’Ecoles pour répondre aux défis mondiaux : renforcer la citoyenneté mondiale et promouvoir le développement durable Year of publication: 2014 Corporate author: UNESCO Associated Schools Project Network (ASPnet) Au cours des huit prochaines années, le réSEAU devra répondre aux besoins de l'éducation dans un monde en évolution rapide et de plus en plus complexe. C’est pourquoi, la stratégie ci-après doit rester flexible et nécessite une réévaluation régulière à la lumière des changements de l'environnement. La mondialisation et l’interdépendance croissante requièrent le renforcement des réseaux et de la coopération. Le réSEAU a démontré un potentiel important pour la mise en réseau mondiale d’écoles et d’innovations éducatives, qui demeurent largement inexploitées. L’UNESCO peut tirer beaucoup plus parti du réSEAU dans sa quête d’un agenda mondialperformant pour l’éducation après-2015 et lors de la mise en œuvre de celui-ci. 
Conférence de l'Éducation Régionale Asie-Pacifique Bangkok, Thaïlande, 6-8 Août 2014: Déclaration de l'Asie-Pacifique sur l'Éducation Au-delà de 2015 Year of publication: 2014 Corporate author: UNESCO Ce document est le résultat de la Conférence de l'Éducation Régionale Asie-Pacifique (en englais, APREC) le 6 Août -8 2014, en présence de ministres de l'éducation, des responsables gouvernementaux de haut niveau et des représentants des organisations de la société civile, les organisations d'enseignants, United Nations agences (ONU), les partenaires de développement, et des membres du milieu universitaire et du secteur privé, se sont réunis à Bangkok, Thaïlande. Après avoir fait le bilan des progrès réalisés dans la région dans la réalisation des six Éducation Pour Tous (EPT) buts pour, après avoir examiné les défis restant à relever, et après avoir réfléchi sur les priorités et les stratégies futures pour la région Asie-Pacifique pour atteindre le l'après 2015 émergente agenda de l'éducation, les délibérations ont été faites sur la base des examens nationaux de l'EPT, l'accord Muscat adopté à la éducation globalepour tous Réunion (Muscat, Oman, 12-14 mai 2014), et le document final du Groupe ouvert de travail de l'Assemblée générale des Nations Unies pour Objectifs de développement durable. La déclaration souscrit pleinement à la vision, les principes et les objectifs énoncés dans l'Accord de Mascate, en notant que l'objectif primordial de «garantir une éducation de qualité équitable et inclusive et l'apprentissage continu pour tous d'ici 2030» reflète l'aspiration de la région pour l'éducation et le développement. 
Outcome Document of the Technical Consultation on Global Citizenship Education: Global Citizenship Education: An Emerging Perspective Year of publication: 2013 Corporate author: UNESCO This document draws on inputs to, and common perspectives emerging from, a Technical Consultation on Global Citizenship Education organized by UNESCO and the Republic of Korea (i.e., the Ministries of Foreign Affairs and of Education, and the Asia-Pacific Centre of Education for International Understanding) in Seoul on 9-10 September 2013 . Informing this draft document are: a) responses from the expert participants to a questionnaire circulated by UNESCO in advance of the consultation; b) presentations from experts during the consultation; c) discussions during the consultation; and d) reference material contributing to, and prepared for, the consultation. The final draft of this document was prepared by UNESCO’s Division of Education for Peace and Sustainable Development at Headquarters in Paris, with the assistance of a drafting team. Documento Final de la Consulta técnica Sobre Educación para la Ciudadanía Mundial - Educación para la Ciudadanía Mundial: una Perspectiva Emergente Year of publication: 2013 Corporate author: UNESCO En el presente documento se toman como base los aportes y las perspectivas comunes que surgen de la consulta técnica sobre la educación para la ciudadanía mundial, organizada por la UNESCO y la República de Corea (los Ministerios de Relaciones Exteriores y de Educación y el Centro de Asia y el Pacífico de Educación para el Entendimiento Internacional) en Seúl los días 9 y 10 de septiembre de 2013.A lo largo de la elaboración del borrador de este documento se utilizaron: a) las respuestas de expertos a un cuestionario circulado por la UNESCO previo a la consulta; b) las ponencias realizadas por los expertos durante la consulta; c) las discusiones que se efectuaron durante la consulta; y d) el material de referencia que respaldó y fue preparado para la consulta. El borrador final del presente documento fue preparado por la División de la Educación para la Paz y el Desarrollo Sostenible en la sede de la UNESCO en París, con la asistencia de un equipo de redacción. En este documento se presentan las perspectivas comunes que emanaron de la consulta. Document final de la Consultation technique sur l’éducation à la citoyenneté mondiale: Éducation à la citoyenneté mondiale : Une nouvelle vision Year of publication: 2013 Corporate author: UNESCO Le présent document s’inspire des contributions et des perspectives communes issues d’une Consultation technique sur l’éducation à la citoyenneté mondiale organisée par l’UNESCO et la République de Corée (à savoir, par les ministères des Affaires étrangères et de l’Éducation et le Centre Asie-Pacifique d'éducation pour la compréhension internationale) à Séoul, les 9 et 10 septembre 20131. Ce projet de document s’appuie sur : (a) les réponses des experts participants à un questionnaire envoyé par l’UNESCO avant la consultation ; (b) les présentations des experts durant la consultation; (c) les débats qui ont eu lieu pendant la consultation ; et sur (d) les documents de référence préparés pour la consultation. Le projet final du présent document a été préparé par la Division de l'éducation pour la paix et le développement durable, au Siège de l’UNESCO, à Paris, avec le soutien d’une équipe de rédaction. Asia-Pacific Regional Education Conference, Bangkok, Thailand, 6-8 August 2014: Asia-Pacific Statement on Education Beyond 2015, Bangkok Statement Year of publication: 2014 Corporate author: UNESCO This document is an outcome of the Asia-Pacific Regional Education Conference (APREC) on August 6 -8, 2014, attended by Ministers of Education, high-level government officials and representatives of civil society organizations, teachers’ organizations, United Nations (UN) agencies, development partners, and members of academia and the private sector, gathered in Bangkok, Thailand. Having taken stock of the progress made in the region in achieving the six Education for All (EFA) goals, having examined the remaining challenges, and having reflected on future priorities and strategies for the Asia-Pacific region to achieve the emerging post-2015 education agenda, the deliberations were made based on the national EFA reviews, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), and the Outcome Document of the UN General Assembly Open Working Group for Sustainable Development Goals. The statement fully endorses the vision, principles and targets laid out in the Muscat Agreement, noting that the overarching goal to ‘ensure equitable and inclusive quality education and lifelong learning for all by 2030’ reflects the aspiration of the region for education and development. 共 鸣文化多样性 ─ 发展之路 Year of publication: 2011 Corporate author: UNESCO This founding text was the first to acknowledge cultural diversity as “the common heritage of humanity”. It is with great pride that UNESCO is commemorating the 10th anniversary of the Declaration. Commemorate – from the Latin cum memorare – means quite literally “to remember together” or “to remember with”. This collection is compiled the voices of all those who have contributed to the heightening of human awareness by throwing into relief the inestimable value of cultural diversity. These excerpts from books, articles and statements by global intellectual and political leaders, artists and Nobel Prize-winners all call for the safeguarding of cultural diversity, which is inseparable from respect for human dignity. Their voices resound in bearing witness to the strength of cultural diversity and to its capacity to enlighten the minds of women and men. We are duty-bound to ensure that it is central to public policies and a resource for development and dialogue among nations. The United Nations was born of the determination of men and women “to save succeeding generations from the scourge of war...”. In accordance with that principle, UNESCO was established on a key idea, expressed at the very beginning of its Constitution: “... since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”. In the world today, globalized, connected and interdependent as never before, this mission is more vital than ever. The rapprochement of peoples and cultures requires a commensurately global awareness. Cultural diversity has always been at the heart of international relations. It is also, increasingly, a feature of the contemporary mixed and plural societies in which we live. In view of this reality, we must formulate appropriate public policies and rethink the mechanisms of social cohesion and civic participation. How can we build common ground on the basis of such diversity? How can we construct genuine moral and intellectual solidarity of humanity? Any new vision of humanism must be grounded itself in the dynamism and diversity of cultural heritage. It is a source of inspiration and knowledge to be shared and a means of broadening our horizons. The goal of the UNESCO Universal Declaration on Cultural Diversity is to provide keys and benchmarks for capitalizing on this wealth. There can be no sustainable governance if cultural diversity is not acknowledged. There can be no economic and social development if specific features of every culture are belittled and ignored. 
Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why Year of publication: 2012 Author: Dianne Gereluk Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions.