Resources
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Report of the regional training for Francophone Africa, cracking the code: quality, gender-responsive STEM education Year of publication: 2019 Corporate author: UNESCO The African Union recognized the importance of science, technology, research and innovation in stimulating socio-economic development in Africa in its Agenda 2063, and even earlier in the 2007 Addis Ababa Declaration on Science, Technology and Scientific Research for Development.There is a growing demand for professionals with science, technology, engineering and mathematics (STEM) skills in Africa, and the so-called fourth industrial revolution is expected to create a wide range of new jobs in these fields. However, unless efforts are made to address the mismatch between current skills and what will be needed for the future, this revolution will leave a large part of the continent behind.One of the concerns of many African countries is the low participation and academic performance of girls in STEM studies. UNESCO, with the financial support of the Government of Japan and the Ministry of National Education of Senegal, as well as many partners, organized a regional training to strengthen the capacities of education systems to provide gender-sensitive STEM education where all children can learn, grow and develop to their full potential. This brief report presents the results and next steps. 
UNESCO Malala Fund for Girls' Right to Education: 2017 annual report Year of publication: 2018 Corporate author: UNESCO The brutal assassination attempt made against Pakistani teenager and activist for girls’ education Malala Yousafzai gave birth to the UNESCO Malala Fund for Girls’ Right to Education. Part of the “Better Life, Better Future” Global Partnership for Girls’ and Women’s Education, the fund was established in 2012 to expand girls’ access to quality and gender-responsive education and ensure safe learning environments, especially in countries affected by conflict and disaster. The Islamic Republic of Pakistan initially committed 10 million USD to the Fund, and since 2014 the CJ Group is another major contributor to the Fund, along with other supporters.Fund objectivesThe Fund supports the implementation of holistic programmes which aim to: Expand access to education for girls and women, especially those hardest to reach and affected by conflict and disaster Improve the quality and relevance of education, ensuring that content, teaching practices, learning processes and environments are gender-sensitive Strengthen policy and capacity to ensure safe learning environments 
Reaching the Unreached: Indigenous Intercultural Bilingual Education in Latin America Year of publication: 2009 Author: Luis Enrique López Corporate author: UNESCO The paper focuses on the educational situation of the most marginalized children and adolescents in Latin America: those belonging to indigenous homes and communities. To illustrate indigenous marginalization and exclusion as well as the development of intercultural bilingual education (IBE) six countries have been chosen: Bolivia, Ecuador, Guatemala, Mexico, Paraguay and Peru. Atteindre les exclus: indigène éducation interculturelle bilingue en Amérique latine Year of publication: 2009 Author: Luis Enrique López Corporate author: UNESCO Le document met l'aCECnt sur la situation de l'éducation des enfants les plus marginalisés et les adolescents en Amérique latine: ceux appartenant à des foyers et des communautés autochtones. Pour illustrer la marginalisation et l'exclusion des autochtones ainsi que le développement de l'éducation interculturelle bilingue (BIE) six pays ont été choisis: la Bolivie, l'Equateur, le Guatemala, le Mexique, le Paraguay et le Pérou. 
A Review of education for sustainable development policies from a cultural diversity and intercultural dialogue perspective: identifying opportunities for future action Year of publication: 2009 Author: Daniella Tilbury | I. Mulà Corporate author: UNESCO This review highlights the striking absence of culture in ESD, a gap also acknowledged by participants at the UNESCO World Conference on Education for Sustainable Development held in Bonn, Germany, from 31 March to 2 April 2009. The final declaration emphasizes that ESD is about 'creative and critical approaches, long-term thinking, innovation and empowerment for dealing with uncertainty', and for solving complex problems, highlighting in particular the interdependence of environment, economy, society, and cultural diversity from local to global levels. The review and its methodology provide an instructive example of ways to articulate the linkages between cultural diversity, intercultural dialogue and ESD, required for a sustainable future. Un examen de l'éducation pour les politiques de développement durable à partir d'une diversité culturelle et de la perspective d'un dialogue interculturel: l'identification des possibilités d'action future Year of publication: 2009 Author: Daniella Tilbury | I. Mulà Corporate author: UNESCO Cet avis met en évidence l'absence frappante de la culture dans l'EDD, un écart aussi reconnu par les participants auconférencemondial de l'UNESCO sur l'éducation pour le développement durable tenu à Bonn, en Allemagne, du 31 Mars au 2 Avril 2009. La déclaration finale souligne que l'EDD est sur ' approches créatives et critiques, la pensée à long terme, l'innovation et l'autonomisation pour faire face à l'incertitude », et pour résoudre des problèmes complexes, en soulignant en particulier l'interdépendance de l'environnement, l'économie, la société et la diversité culturelle du niveau local au niveau mondial. L'examen et sa méthodologie fournissent un exemple instructif de façons d'articuler les liens entre la diversité culturelle, le dialogue interculturel et EDD, nécessaire pour un avenir durable. 
塑造明天的教育:联合国可持续发展教育十年2012年报告,简写本 Year of publication: 2012 Corporate author: UNESCO As the lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005 – 2014), UNESCO is responsible for monitoring and evaluating progress during the DESD. UNESCO is publishing three reports during the DESD – in 2009, 2012 and 2014. This second report focuses specifically on processes and learning in the context of Education for Sustainable Development (ESD). What kinds of learning processes have emerged in the course of the DESD? What is the role of ESD in supporting them? What changes in ESD have occurred since the early years of the Decade? The report is informed by a broad consultation process that includes input from hundreds of policy makers, scholars and practitioners engaged in ESD around the world. المجموعة الثانية من الممارسات الجيدة في مجال التعليم من أجل التنمية المستدامة Year of publication: 2009 Corporate author: UNESCO Associated Schools Project Network (ASPnet) This second collection of ASPnet good practices for quality education takes stock of some of the contributions being made by UNESCO Associated Schools in support of the United Nations Decade of Education for Sustainable Development (DESD). 
Human Rights: Back to the Future (The UNESCO Courier no. 4, October-December 2018) Year of publication: 2018 Corporate author: UNESCO Benedetto Croce, Aldous Huxley, Humayun Kabir, Harold J. Laski, Lo Chung-Shu, Salvador de Madariaga, Jacques Maritain, F.S.C. Northrop, Arnold Schoenberg, Pierre Teilhard de Chardin – these are some of the contributors to this issue of the Courier. To mark the seventieth anniversary of the Universal Declaration on Human Rights, adopted on 10 December 1948, we decided to take a detour into the past to enable us to better orient ourselves in the future. This explains the title of this issue: “Back to the Future”. Travelling back to 1946, when the world was grappling with the aftermath of the Second World War, “what kind of moral statement could the international community make that would adequately express its collective outrage and hope, however utopian, for a better future?” Mark Goodale discusses this massive international effort in his introductory article for our Wide Angle section, which he also guest-edited. The series of articles in this section uncovers a hitherto little-known part of the history of the Universal Declaration on Human Rights – the inquiry into the origins and philosophic bases of human rights. This initiative was decided upon during the first UNESCO General Conference (November-December 1946) and launched the following year by the Organization’s first Director-General, Julian Huxley. It was coordinated by the young French philosopher, Jacques Havet. For this project, UNESCO brought together leading intellectual figures of the post-war world, thus making an essential contribution to the reflection on human rights at the time. It remains amazingly relevant today. Equally relevant today are the drawings of Our Guest, the Peruvian artist Fernando Bryce, who derives his inspiration from this historic period “when the idea of progress was genuinely linked to a whole new perspective”. His series, The Book of Needs – which takes pages of the Courier between 1948 and 1954 and transforms them into works of art – is featured as a supplement in this issue. Derechos humanos: regreso al futuro (El Correo de la UNESCO no. 4, Octubre-Diciembre 2018) Year of publication: 2018 Corporate author: UNESCO Benedetto Croce, Aldous Huxley, Humayun Kabir, Harold J. Laski, Lo Chung-Shu, Salvador de Madariaga, Jacques Maritain, F. S. C. Northrop, Arnold Schoenberg, Pierre Teilhard de Chardin: estos son algunos de los colaboradores de este número de El Correo. Para conmemorar el 70 aniversario de la Declaración universal de los derechos humanos, adoptada el 10 de diciembre de 1948, decidimos hacer un recorrido por el pasado para orientarnos mejor en el futuro, lo cual explica el título de este número: “Regreso al futuro”. Nos encontramos pues en 1946. Mientras el espectro de la guerra mundial atormenta todas las conciencias, “la comunidad internacional necesita formular un enunciado moral que exprese adecuadamente su indignación colectiva y su esperanza (por utópica que fuese) de un futuro mejor”, explica Mark Goodale, autor del artículo introductorio y consultor para nuestra sección Gran angular. Una sección que desvela toda una parte desconocida de la historia de la Declaración universal de los derechos humanos: la encuesta mundial sobre los fundamentos filosóficos de los derechos del hombre, decidida durante la primera Conferencia General de la UNESCO (noviembre-diciembre de 1946), enviada el año siguiente por el primer Director General, Julian Huxley, y coordinada por el joven filósofo francés Jacques Havet. La UNESCO reunió en torno a este proyecto a la élite intelectual del mundo de la posguerra y aportó así una contribución fundamental a la reflexión sobre los derechos humanos. Una encuesta que aún hoy resulta de sorprendente actualidad. Igual de actuales son los dibujos de Nuestro invitado, el artista peruano Fernando Bryce, que encuentra su inspiración en este período histórico “donde la idea de progreso abría realmente múltiples perspectivas”. Su serie The Book of Needs (El libro de las necesidades), que transfigura en obras de arte algunas páginas de El Correo de los años 1948 - 1954, es objeto del suplemento de este número.