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Repensar l'educacio: vers un bé comú mundial? Year of publication: 2015 Corporate author: UNESCO The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate. It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’. 
La UNESCO avanza la Agenda 2030 para el Desarrollo Sostenible Year of publication: 2017 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) The United Nations 2030 Agenda for Sustainable Development, with its 17 Sustainable Development Goals, sets forth a bold new framework for development cooperation over the next 15 years. This agenda aspires to ensure prosperity and well-being for all women and men, while protecting our planet and strengthening the foundations for peace. ЮНЕСКО: работа по осуществлению Повестки дня в области устойчивого развития на период до 2030 г. Year of publication: 2017 Corporate author: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) The United Nations 2030 Agenda for Sustainable Development, with its 17 Sustainable Development Goals, sets forth a bold new framework for development cooperation over the next 15 years. This agenda aspires to ensure prosperity and well-being for all women and men, while protecting our planet and strengthening the foundations for peace. 教科文组织助力 《2030年可持续发展议程》 Year of publication: 2017 Corporate author: 联合国教科文组织 (UNESCO) The United Nations 2030 Agenda for Sustainable Development, with its 17 Sustainable Development Goals, sets forth a bold new framework for development cooperation over the next 15 years. This agenda aspires to ensure prosperity and well-being for all women and men, while protecting our planet and strengthening the foundations for peace. 
المياه والسلام من أجل الناس: حلول ممكنة للنزاعات المائية في الشرق الأوسط Year of publication: 2008 Corporate author: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) This book proposes practical and objective solutions to the entrenched water conflicts in the Middle East. The author reveals and clarifies the complexity of the water conflicts, drawing on years of experience facilitating and chairing water negotiations in the region. The bottom line is: Unless the countries involved co-operate, the consequences will be devastating. The lack of plentiful and clean water for the people will not only result in severe human suffering, but could also have grave geopolitical consequences. 
Intégrer l'ODD 4-Education 2030 dans les politiques et la planification sectorielles: directives techniques à l'intention des bureaux hors Siège de l'UNESCO Year of publication: 2016 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Integración del ODS 4-Educación 2030 en la formulación de políticas y planeamiento para todo el sector: directrices técnicas para las oficinas de la UNESCO fuera de la Sede Year of publication: 2016 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Water and peace for the people: possible solutions to water disputes in the Middle East Year of publication: 2008 Corporate author: UNESCO This book proposes practical and objective solutions to the entrenched water conflicts in the Middle East. The author reveals and clarifies the complexity of the water conflicts, drawing on years of experience facilitating and chairing water negotiations in the region. The bottom line is: Unless the countries involved co-operate, the consequences will be devastating. The lack of plentiful and clean water for the people will not only result in severe human suffering, but could also have grave geopolitical consequences. 
Study on challenges in the development of local equality indicators: a human-rights-centred model; Commitment 2 of the Ten-Point Plan of Action Year of publication: 2010 Author: Klaus Starl | Jennifer Pinno Corporate author: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) The study aims at: Providing a theoretical fundament of ECCAR Indicators to measure racism or (in)equality1 and to evaluate municipal anti-discrimination policies (framework concept), and Discussing related legal and practical issues such as legality and reliability of available ‘ethnic’ data (legal and practical preconditions) in the context of ECCAR’s endeavours to set up an ECCAR-wide applicable system of monitoring racism, discrimination, equality and respective municipal policies. The study is structured in three parts. In the first part, preliminary questions concerning legality and practical feasibility of ‘ethnic’ data collection as a prerequisite for the development of and work with adequate indicators will be discussed. The second part deals with the conceptualization of human rights law as the constructing principle of ECCAR Indicators. It includes the discussion of the proposed model of the ECCAR-ADIX. The third part of the study describes practical examples of indicator use in selected ECCAR member cities. The section shows various approaches and gives evidence on different attempts by municipalities to set up fact-based anti-racism policies but also highlights the variety of methods, data, measurement topics, goals, etc. Declaración Final de la Reunión Mundial sobre la EPT de 2014 El Acuerdo de Mascate Year of publication: 2014 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) This statement is agreed by Ministers, heads of delegations, leading officials of multilateral and bilateral organizations, and senior representatives of civil society and private sector organizations at the Global Education for All (EFA) Meeting in Muscat, Oman on May 12-14, 2014. Recalling the GEM 2012 Final Statement, the conference took note of the 2013/14 EFA Global Monitoring Report, the regional EFA reports, the Resolution of the 37th session of UNESCO's General Conference on Education Beyond 2015, the Decision of the Executive Board of UNESCO at its 194th session and the Joint Proposal of the EFA Steering Committee on Education Post-2015.