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Understanding the Return on Investment from TVET: A Practical Guide Year of publication: 2020 Author: Jane Schueler | Phil Loveder Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) | National Centre for Vocational Education Research(NCVER) This guide presents an analytic framework that summarizes some of the main elements and issues that need to be considered in measuring ROI. This includes establishing the scope, context and purpose for measuring ROI, adopting guiding principles, identifying costs, benefits and factors that impact on ROI, and approaches to data collection and analysis. The Guide then introduces a framework that looks at the ROI equation from a range of perspectives – including economic and social dimensions – and for different stakeholders, including individuals, businesses and societies. The Guide presents relevant ROI indicators and measures drawn from the existing international research. Finally, it provides guidelines to planning and collecting ROI data, along with a set of practical pro forma resources and case studies to assist the reader. 
Education for Global Citizenship: Meanings and Practices for a Transformative Cosmopolitism Year of publication: 2017 Author: Alejandra Boni Aristizabal According to the author: "The article aims to analyze in depth the meanings of global citizenships in order to characterize the pedagogical practices of what is known as education for global citizenship. After a brief analysis of the different stages that education for development has gone through, from the assistencialist approach of the 50s to education for global citizenship, we study different perspectives of cosmopolitanism: a vision from the field of ethics, mainly from Martha Nussbaum's perspective that talks about cosmopolitan abilities, from politics, that has democratic proposals such as David Held's, critical perspectives as Boaventura de Souza Santos' ones, and the sociological perspective that allows us to identify intercultural communicative processes where the cosmopolitan view is produced, according to Ulrick Beck's or Gerald Delanty's words. After this, we conclude with a discussion about how to encourage education for develpment spaces that foster global citizenship." Educación para la Ciudadanía Global: Significados y espacios para un cosmopolitismo transformado Year of publication: 2017 Author: Alejandra Boni Aristizabal Según la autora: "El presente artículo tiene como objetivo profundizar en los significados de la ciudadanía global con el fin de caracterizar las prácticas pedagógicas de lo que se conoce como educación para la ciudadanía global. Tras una breve análisis de las distintas etapas por las que ha pasado la educación para el desarrollo, desde el planteamiento asistencialista de los años 50 hasta la educación para la ciudadanía global, nos detenemos en diferentes perspectivas del cosmopolitismo: la visión desde la ética, fundamentalmente a través de la obra de Martha Nussbaum que nos habla de las habilidades cosmopolitas, desde la política, que contiene propuestas de democracia como las de David Held y perspectivas más críticas como las de Boaventura de Sousa Santos, y la perspectiva sociológica que nos permite identificar los procesos de comunicación intercultural donde se produce la mirada cosmopolita, según palabras de Ulrick Beck o Gerard Delanty. Tras ello, concluiremos con una discusión sobre cómo potenciar espacios de educación para el desarrollo desde donde contribuir a la formación de ciudadanos globales" 
إعادة التفكير في التربية والتعليم: نحو صالح عام عالمي؟ Year of publication: 2015 Corporate author: UNESCO ات، ّرات توتّد هذه التغيّولُات جديدة من التعقيد والتناقض. وتّتتسم تغيرات عالم اليوم بسويئا لها الأفراد والجماعات، من خلال تزويدهم بالمقدرة على ِّتهينتظر من التربية والتعليم أن ُيتي التعليم ّعمليف والاستجابة. وفي هذا السياق يسهم هذا المطبوع في النظر مجددا في ّالتكيم. إذ إنه يؤسس على دور رئيسي تؤديه اليونسكو، دور مرصد عالمي للتحولات الاجتماعية، ّوالتعلبهدف حفز نقاش السياسات العامة.م من رؤية إنسانية َمستلهل هذا المطبوع دعوة إلى الحوار بين جميع الجهات المعنية.فهو ّويمثللتعليم والتنمية، مبنية على احترام الحياة وكرامة الإنسان، وعلى التساوي في الحقوق، والعدالة الاجتماعية، والتنوع الثقافي، والتضامن الدولي، والتشارك في المسؤولية من أجل مستقبل مها مطبوعا ّقدد الرؤية التي ّمستدام. تلك هي أساسيات إنسانيتنا المشتركة. إن هذه الوثيقة تؤيم: ذلك ّ، «تقرير فور»؛ و التعل(١97٢)ًوغدام لتكون: عالم التربية اليوم ّمان: تعلَلْاليونسكو المع، «تقرير ديلور».(١996)الكنز المكنو. 
Rethinking Education: Towards a Global Common Good? 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’. 
التقرير العالمي لرصد التعليم ٢٠١٦ - التعليم من أجل الناس والكوكب: بناء مستقبل مستدام للجميع Year of publication: 2016 Corporate author: UNESCO | Global Education Monitoring Report Team يستند هذا التقرير العالمي لرصد التعليم الذي أصدرته اليونسكو إلى تجربة وخبرة التقارير العالمية السابقة لرصد التعليم للجميع، كما تناط به مهمة جديدة وهي تقييم التقدم الذي يحرزه التعليم في إطار جدول أعمال 2030. وهذا التقرير العالمي لرصد التعليم لعام 2016، وهو الأول من هذه السلسلة التي ستتواصل على مدى 15 عاماً، يستكشف العلاقة المعقدة بين التعليم والجوانب الأخرى للتنمية المستدامة، إلى جانب رصد الآثار المترتبة على الهدف 4 للتنمية المستدامة. ويبين أن التعليم لن يجود بكامل إمكاناته لدفع العالم إلى الأمام ما لم تتحسن معدلات الالتحاق بالمدارس تحسُّناً كبيراً، ويصبح التعلم عملية متواصلة مدى الحياة، وتتماهى نُظم التعليم تماماً مع التنمية المستدامة. 
Образование для всех 2000-2015 гг.: достижения и вызовы, всемирный доклад по мониторингу ОДВ, 2015 г., резюме Year of publication: 2015 Corporate author: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 2000－2015年 全民教育： 成就与挑战; 全民教育 全球监测报告, 2015; 摘 要 Year of publication: 2015 Corporate author: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 
Kindness: The Force That Will Help Us Achieve the Sustainable Development Goals (The Blue Dot Issue 11, 2020) Year of publication: 2020 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In the eleventh issue of The Blue Dot, we focus on ‘Kindness’ – as the force that will help us achieve the Sustainable Development Goals, towards making the world more peaceful and sustainable – a better place to live in the future for our children. We hear from Ramesh Pokhriyal ‘Nishank’, Minister of Human Resource Development, Government of India on ‘The Need for Kindness and Compassion – Embodying the values of Mahatma Gandhi’, experts such as Zoran Josipovic on the neuroscience behind kindness; Michael Karlin and Brendran Ozawa-De Silve on the science and theory behind kindness, and from educators (Vicki Zakrzewski and John-Tyler Binfet) on how kindness can be practiced in our classrooms.Our cover story on ‘Kindness – the force to Achieve the Sustainable Development Goals’ discusses the biology of kindness, how kindness can help us achieve the SDGs and Kindness and SDGs and the Youth. Further, we have a hand-picked collection of youth stories on kindness, extracted from the 7,300+ stories we have from 120 countries around the world as part of UNESCO MGIEP’s #KindnessMatters for the SDGs youth campaign. 
평화를 향한 유네스코의 역할 Year of publication: 2019 Author: 강인욱 | 김성해 | 김지현 | 성지은 | 유성상 | 조동준 | 최동주 | 한경구 Corporate author: 유네스코한국위원회 평화를 위한 유네스코의 국제적인 지적 협력 활동은 교육과 문화 분야에서는 상당한 가시적 성과를 거두었다. 이 과정에서 문제점도 발견되고 한계도 드러나고 정치화되었다는 비판도 받았지만, 교육과 문화의 영역에서 유네스코는 국제적 협력과 활동의 방향을 설정하거나 논의를 주도하고 이끌어가는 모습을 보이고 있다.유네스코가 평화를 위한 기구이면서도 평화와 관련하여 폭넓고 다양하며 깊이 있는 새로운 연구와 실천을 적극적으로 주도하지 못한 것은, 냉전이라는 국제정치적 요인을 감안하더라도 매우 안타까운 일이다. 유네스코는 평화를 위하여 만들어진 국제기구이면서도 전후에 평화와 관련된 학술적 논의와 이론의 발전을 주도하지 못했다. ‘평화의 문화’ 개념이 처음 언급된 것은 1989년 코트디브아르에서였고, 1997년이 되어서야 유네스코가 ‘Toward a Culture of Peace Program 을 시작하였으며, 유엔총회가 2000 년을 ‘평화의 문화의 해로 선언했다.유네스코의 이러한 상황은 한국이 보다 적극적인 역할을 할 기회를 제공한다. 한국은 과거 와 같이 기회가 있을 때마다 국위를 선양하는 수준의 상황추수적(狀況追隨的) 대응에 매몰되거나, 좁은 시야로 단기적 국익을 추구하는 소극적인 입장을 탈피할 필요가 있다. 오히려 대국적 견지에서 세계 평화와 인류의 행복이라는 지구 공동체(Global Community) 전체의 이익을 중시하고, 이틀 장기적 국가이익과 동일시하며, 이에 상응하는 재정 부담을 감수함으로써 세계시민권력(Global Citizenship Power)을 추구하면서 국제적 지위의 향상과 도덕적 지도력을 증대 시킬 수 있을 것이다.