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The United Nations world water development report 2016: water and jobs Year of publication: 2016 Corporate author: UNESCO Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. Informe de las Naciones Unidas sobre el desarrollo de los recursos hídricos en el mundo 2016: agua y empleo Year of publication: 2016 Corporate author: UNESCO Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. 
دراسة مقارنة للكتب املدرسية وثيقة عمل في إطار الحوار األوروبي - العربي Year of publication: 2015 Author: Jacqueline Costa-Lascoux | Janine d'Artois Pursuant to the Charter of the United Nations and the Constitution of UNESCO, calling for peace between peoples and respect for cultural diversity, several National Commissions for UNESCO have taken the initiative to create the conditions for a Euro-Arab dialogue in the field of education. The French and Moroccan National Commissions, in particular, have decided to launch studies to highlight stereotypes, misunderstandings and subliminal bias about Arab countries in European textbooks and about European countries in textbooks in the Arab world. First, these studies were conducted by researchers focusing on their own countries' textbooks in order to analyse how the history of the countries on "the other side of the Mediterranean" was represented. Second, a common methodology was developed to allow comoparative approaches favourable to Euro-Arab dialogue. This was to address any mutual bias or misrepresentations that may exist between the two regions and to work togehter to find ways of preventing and combating them. The originality of the approach was to conduct a critical analysis of textbooks published in each country and then underetake a comparative study to be used as the basis for common recommendations. Participants in this project initiated by the National Commissions defined three main objectives: 1. To strengthen dialogue, laying the foundations for learning to live together, based on mutual respect. 2. To help National Commissions for UNESCO, experts, institutions and non-governmental organizations (NGOs) to find ways to work together in areas of research of common interest. 3. To contribute to UNESCO's efforts to develop a stretegy relating to textbooks, to improve the quality of education for peace, human rights, mutual understanding and intercultural dialogue. Etude comparative de manuels scolaires: document de travail dans le cadre du dialogue Euro-Arabe, rapport de synthèse Year of publication: 2015 Author: Jacqueline Costa-Lascoux | Janine d'Artois Pursuant to the Charter of the United Nations and the Constitution of UNESCO, calling for peace between peoples and respect for cultural diversity, several National Commissions for UNESCO have taken the initiative to create the conditions for a Euro-Arab dialogue in the field of education. The French and Moroccan National Commissions, in particular, have decided to launch studies to highlight stereotypes, misunderstandings and subliminal bias about Arab countries in European textbooks and about European countries in textbooks in the Arab world. First, these studies were conducted by researchers focusing on their own countries' textbooks in order to analyse how the history of the countries on "the other side of the Mediterranean" was represented. Second, a common methodology was developed to allow comoparative approaches favourable to Euro-Arab dialogue. This was to address any mutual bias or misrepresentations that may exist between the two regions and to work togehter to find ways of preventing and combating them. The originality of the approach was to conduct a critical analysis of textbooks published in each country and then underetake a comparative study to be used as the basis for common recommendations. Participants in this project initiated by the National Commissions defined three main objectives: 1. To strengthen dialogue, laying the foundations for learning to live together, based on mutual respect. 2. To help National Commissions for UNESCO, experts, institutions and non-governmental organizations (NGOs) to find ways to work together in areas of research of common interest. 3. To contribute to UNESCO's efforts to develop a stretegy relating to textbooks, to improve the quality of education for peace, human rights, mutual understanding and intercultural dialogue. 
The rapprochement of cultures: roadmap Year of publication: 2016 Corporate author: UNESCO Today, the sheer compression of the world is bringing people and their cultures into the same space with intense speed, rendering new levels and forms of human interaction and interdependence. Population growth and migration are increasing in scale and complexity, and technology and media are bringing people together in ways never before thought possible. As a result, new creative expressions, innovation and immense opportunities have been generated and developed. While these phenomena have brought people together across geographic spaces, it has concurrently exposed a widening moral gap in our societies and the extent to which our societies are ill-equipped to effectively manage and overcome the challenges that continue to arise. Often in parallel with developmental progress, retrogressive patterns have emerged that present persistent threats to peace-building and social cohesion. Recurrent cycles of deadlock and conflict undermine governance and legislation at international, national and local levels preventing long-term peace and development.The litany of polarization within our societies often defined along the lines of ‘identity’ – religious, cultural, ethnic, or otherwise – are increasingly manifested in prejudice, intolerance, racism, xenophobia, discrimination, radicalization and extreme violence. The challenges are often multidimensional and interrelated, and their impacts cross conventional borders, thus revealing a pervading vulnerability at global level and the accompanying need for a global response. From a policy and governance perspective, this has rendered new levels of complexity in addressing challenges. It has also reinforced the need for a more inclusive and participatory notion of development, including integrated approaches that tackle the issues at hand as well as their foundations.The Decade has come into being in an era marked by increased divisiveness, and learning to live together in the 21st century presents a new frontier for managing cultural diversity. Respect for the inherent dignity of all persons underpins the values of the Decade and is one of the core pillars of the UN system, to ensure that all people have equal rights and opportunities to shape their future. These principles are reflected in the values of many cultures around the world. Intercultural dialogue denotes an open process of exchange and respect between individuals and groups of different cultures, points of view and aspirations. In such a way, the respect for and exercise and enjoyment of human rights and fundamental freedoms are not only key inroads to dialogue, but they are integral to its process. Ultimately they are crucial to sustaining the rapprochement of cultures as the central aspiration of the Decade. 
How Does Peer-Mentoring Contribute to Education for Sustainable Development in Schools?: Study & Analysis; France Year of publication: 2020 Author: Carole Coupez | Jérémie Morfoisse Corporate author: Solidarité Laïque | Peerment | Erasmus+ This document reports the findings of a study surveying French teachers about practices in education for sustainable development within France’s formal education system, and the development of educational approaches to peer-mentoring. Comment le peermentoring contribue à l’Éducation au développement durable en milieu scolaire ?: Étude et Analyse; Volet France Year of publication: 2020 Author: Carole Coupez | Jérémie Morfoisse Corporate author: Solidarité Laïque | Peerment | Erasmus+ Ce document restitue un travail d’enquête et de réflexion mené auprès d’enseignants français, sur les pratiques d’éducation au développement durable dans l’enseignement formel, et le développement des approches pédagogiques en peermentoring. 
Integrating Action for Climate Empowerment into Nationally Determined Contributions: A Short Guide for Countries Year of publication: 2020 Corporate author: UNESCO In the framework of the 2020 review of Nationally Determined Contributions (NDCs) under the Paris Agreement, this guide aims to provide countries with advice on how to enhance ambition and address the six elements of ‘Action for Climate Empowerment’ (ACE) – Education, Training, Public Awareness, Public Access to Information, Public Participation and International Cooperation – in their respective NDCs.In five simple questions and answers, it provides suggestions for elements that can be integrated into the NDCs in order to make ACE an integral part of countries’ climate responses. The guide also shows why ACE is key to achieve the goals of the Paris Agreement and its greenhouse gas emission targets. 
ما الداعي إلى التعليم بشأن محرقة اليهود Year of publication: 2014 Corporate author: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today. Why Teach about the Holocaust? Year of publication: 2014 Corporate author: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today.