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United Nations Decade on Education for Sustainable Development (2005-2014): Education for Sustainable Development Year of publication: 2005 Corporate author: UNESCO The Declaration of the International Conference on Ecology and Development, held in Rio de Janeiro in 1992, begins with the following words: "People are the main concern for sustainable development. They have the right to a healthy and productive life in harmony with nature. "The Declaration adopted at the World Summit on Sustainable Development, held in Johannesburg in 2002, reflected the commitment of world leaders to "create a humane, equitable and attentive to civil society, recognizing that each member of this society has its own human dignity". Education is the foundation of sustainable development, as discussed in chapter 36 of the Program-21 of the summit that was held in Rio de Janeiro in 1992. This idea was reiterated at the Johannesburg summit. The implementation plan foresees a link between the Millennium Development Goals for universal primary education for both boys and girls, with special attention paid to girls, and the Dakar Plan of Action on Education for All. The creation of a gender-sensitive educational system at all levels and in all types of education - formal, informal and informal - to reach those who are not involved in the educational process is an essential component of education for sustainable development. Education is considered a tool to address such important issues as rural development, health, the prevention of the spread of HIV / AIDS, the environment, as well as broader ethical and legal issues (for example, human values and human rights).There is no universal model of education for sustainable development. Despite the countries' agreement on the overall concept, the approaches to education in each country will differ due to local characteristics and priorities. Each country should define its priorities and actions, as well as goals, accents and processes, based on environmental, social, economic conditions and appropriate ways of solving the problem. Education for sustainable development is equally critical for both developed and developing countries. ОБРАЗОВАНИЕ ДЛЯ УСТОЙЧИВОГО РАЗВИТИЯ: Декада ООН по образованию для устойчивого развития (2005 – 2014) Year of publication: 2005 Corporate author: UNESCO Декларация Международной конференции по экологии и развитию, прошедшей в Рио-де-Жанейро в 1992 г., начи-нается следующими словами: “Люди являются главной за-ботой устойчивого развития. Они имеют право на здоровую и продуктивную жизнь в гармонии с природой”. Декларация, принятая на Всемирном саммите по устойчи-вому развитию, состоявшемся в Йоханнесбурге в 2002 г., отразила обязательства лидеров мировых держав “создать гуманное, равноправное и внимательное к проблемам че-ловека общество, признающее то, что каждый член этого общества имеет свое человеческое достоинство”. Образование является фундаментом устойчивого развития, об этом говорится в главе 36 Программы–21 саммита, про-шедшего в Рио-де-Жанейро в 1992 г. Еще раз эта мысль была подтверждена на саммите в Йоханнесбурге. План реализации предусматривает установление связи между Целями развития тысячелетия в отношении всеобщего на-чального образования как для мальчиков, так и для девочек, где девочкам уделяется особое внимание, и Дакарским пла-ном действий по Образованию для всех. Создание гендер-но–чувствительной системы образования на всех уровнях и во всех типах образования – формальном, неформальном и неофициальном – в целях охвата тех, кто не принимает участия в образовательном процессе, – важнейший компо-нент образования для устойчивого развития. Образование считается инструментом, направленным на решение таких важных вопросов, как развитие сельских регионов, здраво-охранение, предотвращение распространения ВИЧ/СПИД, экология, а также более широких вопросов этического и правового характера (например, общечеловеческие цен-ности и права человека).Универсальной модели образования для устойчивого разви-тия не существует. Несмотря на согласие стран в отношении общей концепции, подходы к образованию в каждой стране будут различаться в силу местных особенностей и приори-тетов. Каждая страна должна определить свои приоритеты и действия, а также цели, акценты и процессы, исходя из экологических, социальных, экономических условий и со-ответствующих путей решения проблемы. Образование для устойчивого развития в равной степени является критиче-ски важным как для развитых, так и для развивающихся стран. 
Metadata for the Global and Thematic Indicators for the Follow-up and Review of SDG 4 and Education 2030 Year of publication: 2017 Corporate author: UNESCO Institute for Statistics (UIS) This document contains standardised metadata for each of the proposed global and thematic indicators for monitoring Sustainable Development Goal 4 (SDG 4) and the Education 2030 Agenda.The metadata included in this document have been developed by the UIS and are based on the set of thematic indicators approved by the Technical Cooperation Group on SDG 4–Education 2030 Indicators, a group set up in 2016 to provide the technical platform to support the implementation of the thematic indicator framework for the follow-up and review of SDG 4 and the Education 2030 Agenda. Метаданные глобальных и тематических показателей для сопровождения и обзора "ЦУР 4" и программы «Образование-2030" Year of publication: 2017 Corporate author: UNESCO Institute for Statistics (UIS) Этот документ содержит стандартизованные метаданные для каждого из предлагаемых глобальных и тематических показателей для мониторинга Цели 4 устойчивого развития (SDG 4) и Повестки дня "Образование-2030".Метаданные, включенные в этот документ, были разработаны Институтом статистики ЮНЕСКО и основаны на наборе тематических показателей, одобренных Группой технического сотрудничества по индикаторам ЦУР 4 - "Образование-2030", созданной в 2016 году для предоставления технической платформы по поддержке реализации структуры тематических показателей для последующей деятельности и обзора ЦУР 4 и Повестки дня "Образование-2030". 
Collection des meilleures pratiques en éducation pour une citoyenneté mondiale en Afrique centrale Year of publication: 2015 Corporate author: UNESCO This collection of best practices in human rights education in Central Africa and Ethiopia was prepared in order to respond to UNESCO’s demand to promote such initiatives and to ensure a multiplier effect considering human rights education in the region. The objective is to support the concept of UNESCO’s ‘Global Citizenship Education’ in the field of human rights education in identifying its best practices. In order to identify the best practices, UNESCO’s activities in the field of human rights education in the region were mapped out. This mapping out has shown big differences in implementing the initiatives focused on achieving global citizenship education through human rights education, particularly in primary and secondary education, as indicated in the first phase of the World Programme for human rights education. Nevertheless, various initiatives collected are either conducted/supported by UNESCO or not, in terms of three themes: citizenship education, intercultural dialogue, and the peace and security which are considered to be relevant to Africa in general and particularly to Central Africa, in order to address the main theme of global citizenship education. The selected best practices deal with the tertiary level and are in line with the second phase of the World Programme for human rights education, covering the period between 2009 and 2014 and focusing on higher and vocational education. The practices include 1) citizenship education which supports the principles set out in the Universal Declaration of Human Rights and which is reiterated in the two phases of the World Programme for human rights education, 2) the intercultural dialogue which supports education for understanding and evaluating unity in diversity, and which fits well with the objectives of the UN Decade of Education for Sustainable Development proclaimed by the UN General Assembly and managed by UNESCO, and 3) education for peace and security.It is obvious that many linkages exist among the three subjects mentioned above. Therefore, the examples presented in this collection can affect one or several problems. Each example is presented with the following sequence: identification, background, implementation, and results. 
Discussing Controversial Issues in the Classroom Year of publication: 2012 Author: Michael Hand | Ralph Levinson Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. Discussing Controversial Issues in the Classroom Year of publication: 2012 Author: Michael Hand | Ralph Levinson Engager la discussion est largement considéré comme l'approche pédagogique la plus appropriée pour aborder les questions controversées dans la salle de classe. Toutefois, l’analyse et la compréhension de ce statut privilégié n’a soulevé que peu d’attention, de même que la question de savoir par quels moyens faciliter cette approche dans la salle de classe. L'article traite de ces deux questions. 
Quick Guide to Education Indicators for SDG 4 Year of publication: 2018 Corporate author: UNESCO Institute for Statistics (UIS) This guide serves as a quick reference on how to monitor progress towards Sustainable Development Goal 4 (SDG 4) on quality education. It provides basic explanations of SDG 4 targets, their indicators, how they are created and where to find the information needed for these indicators. 
Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey Year of publication: 2018 Author: Madhu Singh Corporate author: UNESCO Institute for Lifelong Learning (UIL) For Syrian refugees living in Egypt, Iraq, Jordan, Lebanon and Turkey, recognition is a transformative mechanism that can help them enter or re-enter education, integrate into the world of work and participate fully in their host communities. However, while policy-makers in the region have prioritized the recognition, validation and accreditation of non-formal and informal learning, it remains a major challenge to develop systems that do this effectively. Pathways to Empowerment lays the essential groundwork for such a system, urging governments to develop comprehensive national strategies rather than ad hoc projects to recognize the competences of Syrian refugees. Its recommendations will contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees’ learning is a critical issue. 
Youth Employment in the Mediterranean: Improving Skills Anticipation and TVET Systems Year of publication: 2018 Corporate author: European Union (EU) The Youth Employment in the Mediterranean (YEM) project is a three-year regional initiative launched by UNESCO, to be implemented in collaboration with nine Member States from 2018 to 2020. The YEM project is funded by the European Union and aims to improve skills anticipation systems and to promote technical and vocational education and training (TVET). Its goal is also to strengthen youth employment and encourage entrepreneurship in the Mediterranean region.