Resources
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3,446 Results found
The Green office model: making universities more sustainable Year of publication: 2016 Author: Roman Lehnhof | Cathy Nolan Corporate author: UNESCO ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staffs and integrating sustainability into university’s teaching and research. Le Modèle du bureau vert: faire des universités des lieux de développement plus durable Year of publication: 2016 Author: Roman Lehnhof | Cathy Nolan Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staff and integrating sustainability into university’s teaching and research El Modelo de la oficina de sostenibilidad: construyendo unas universidades más sostenibles Year of publication: 2016 Author: Roman Lehnhof | Cathy Nolan Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staff and integrating sustainability into university’s teaching and research 
Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years Year of publication: 2011 Author: Jessica Ball Corporate author: UNESCO This literature review discusses mother tongue based bilingual or multilingual education for children starting in early childhood. The report: (1) informs policy-makers of existing research and practices in mother-tongue instruction in early childhood and early primary school years; and (2) raises awareness of the value of maintaining the world’s languages and cultures by promoting and resourcing mother tongue-based education for young children. This analysis of current literature is framed within UNESCO’s mandate and strong commitment to quality education for all and to cultural and linguistic diversity in education (UNESCO, 2003a). This discussion is especially timely, given the slow and uneven progress (UNESCO, 2000) in meeting international targets for universal education articulated in the Education for All Goals 1 (ECCE), Goal 2 (Primary Education), and Goal 6 (Quality of Education) (World Declaration on Education for All, 1990).1 Impetus for the current report is provided by the UNESCO (2008a) ‘Global Monitoring Report on Education for All: Will we make it?’ The 2008 GMR report calls for unwavering political will to ensure that education from early childhood onwards is a priority of national governments, civil society and the private sector in order to ensure educational inclusion for the 72 million children out of school and to reduce the numbers of young learners who leave school without acquiring essential skills and knowledge. The report calls for increased investments in the provision of pre-primary education for children aged 3 and above, and for policy measures to provide care and education to children below age 3. UNESCO (2007a) emphasizes the role of early childhood care and development in laying the foundation for learning and setting the stage for successful engagement in formal education. UNESCO has encouraged mother tongue instruction in early childhood and primary education since 1953 (UNESCO, 1953). Yet, monolingualism in official or dominant languages is still the norm around the world (Arnold, Bartlett, Gowani, & Merali, 2006; Wolff & Ekkehard, 2000). In its report, ‘Strong Foundations: Early Childhood Care and Education’, UNESCO (2007a) points out the overlooked advantages of multilingual education in the early years. When children are offered opportunities to learn in their mother tongue, they are more likely to enrol and succeed in school (Kosonen, 2005) and their parents are more likely to communicate with teachers and participate in their children’s learning (Benson, 2002). Mother tongue based education especially benefits disadvantaged groups, including children from rural communities (Hovens, 2002), and girls, who tend to have less exposure to an official language and tend to stay in school longer, achieve better, and repeat grades less oft en when they are taught in their mother tongue (UNESCO Bangkok, 2005). Renforcer l'apprentissage des enfants issus de milieux linguistiques diverses: basée sur la promotion de l'enseignement en langue maternelle ou de l'éducation bilingue multilingue Year of publication: 2011 Author: Jessica Ball Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Cette revue de la littérature aborde la langue maternelle basée éducation bilingue ou multilingue pour les enfants à partir de la petite enfance. Le rapport: (1) informe les décideurs de la recherche et des pratiques en enseignement en langue maternelle dans la petite enfance et les premières années de l'école primaire existante; et (2) soulève conscience de la valeur du maintien des langues et des cultures du monde par la promotion et de ressourcement mère éducation fondée sur la langue, pour les jeunes enfants. Cette analyse de la littérature actuelle est encadrée au sein de l'UNESCO mandat et engagement fort à l'éducation de qualité pour tous et à la diversité culturelle et linguistique dans l'éducation (UNESCO, 2003a). Cette discussion est particulièrement opportune, compte tenu des progrès lents et inégaux (UNESCO, 2000) pour atteindre les objectifs internationaux pour l'Éducation Universelle énoncée dans l'Éducation Pour Tous les Objectifs 1, Objectifs 2 (enseignement primaire), et Objectifs 6 (qualité de l'éducation ) (déclaration mondiale sur l'éducation pour tous, 1990) .1 Impetus pour le rapport actuel est fourni par l'UNESCO (2008a) «Rapport mondial de suivi sur l'éducation pour tous: Allons-nous faire?» le rapport GMR 2008 appelle à une volonté politique sans faille veiller à ce que l'éducation de la petite enfance est en avant une priorité des gouvernements nationaux, la société civile et le secteur privé afin d'assurer l'insertion scolaire pour les 72 millions d'enfants de l'école et de réduire le nombre de jeunes apprenants qui quittent l'école sans avoir acquis les compétences essentielles et de la connaissance. 
Panorámica regional: América Latina y el Caribe Year of publication: 2011 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) The past decade has seen mixed progress towards Education for All (EFA) in Latin America and the Caribbean. More children are participating in pre-school education, many countries have achieved universal primary education and more students are moving from primary to secondary education. Gender parity has been achieved at the primary level in the majority of countries and adult literacy rates are improving. The region invests a relatively high share of national income in education and external aid to basic education has increased in recent years. However, challenges remain. The Caribbean has seen a decline by nearly one-tenth in primary enrolment ratios and 2.9 million children were not enrolled in school in the region as a whole in 2008. Some 36 million adults are still illiterate and levels of learning achievement are low in many countries. The 2011 EFA Global Monitoring Report puts the spotlight on armed conflict and one of its most damaging yet least reported consequences: its impact on education. Conflict-affected states have some of the world’s worst indicators for education. The Report documents the scale of this hidden crisis in education, looks at its underlying causes and explores the links between armed conflict and education. It also presents recommendations to address identified failures that contribute to the hidden crisis. It calls on governments to demonstrate greater resolve in combating the culture of impunity surrounding attacks on schoolchildren and schools, sets out an agenda for fixing the international aid architecture and identifies strategies for strengthening the role of education in peacebuilding. 
Regional overview: Latin America and the Caribbean Year of publication: 2011 Corporate author: UNESCO The past decade has seen mixed progress towards Education for All (EFA) in Latin America and the Caribbean. More children are participating in pre-school education, many countries have achieved universal primary education and more students are moving from primary to secondary education. Gender parity has been achieved at the primary level in the majority of countries and adult literacy rates are improving. The region invests a relatively high share of national income in education and external aid to basic education has increased in recent years. However, challenges remain. The Caribbean has seen a decline by nearly one-tenth in primary enrolment ratios and 2.9 million children were not enrolled in school in the region as a whole in 2008. Some 36 million adults are still illiterate and levels of learning achievement are low in many countries. The 2011 EFA Global Monitoring Report puts the spotlight on armed conflict and one of its most damaging yet least reported consequences: its impact on education. Conflict-affected states have some of the world’s worst indicators for education. The Report documents the scale of this hidden crisis in education, looks at its underlying causes and explores the links between armed conflict and education. It also presents recommendations to address identified failures that contribute to the hidden crisis. It calls on governments to demonstrate greater resolve in combating the culture of impunity surrounding attacks on schoolchildren and schools, sets out an agenda for fixing the international aid architecture and identifies strategies for strengthening the role of education in peacebuilding. Aperçu régional: Amérique latine et les Caraïbes Year of publication: 2011 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) La dernière décennie a vu des progrès mitigés vers l'Education Pour Tous (EPT) en Amérique latine et dans les Caraïbes. Plus d'enfants participent à l'éducation préscolaire, de nombreux pays ont réalisé l'enseignement primaire universel et plus d'étudiants sont en mouvement du primaire au secondaire. La parité des sexes a été atteint au niveau primaire dans la majorité des pays et les taux d'alphabétisation des adultes sont l'amélioration. La région investit une part relativement élevée du revenu national dans l'éducation et l'aide extérieure à l'éducation de base a augmenté ces dernières années. Cependant, les défis demeurent. Les Caraïbes ont connu une baisse de près d'un dixième des taux de scolarisation primaire et 2,9 millions d'enfants ne sont pas inscrits à l'école dans la région dans son ensemble en 2008. Quelque 36 millions d'adultes sont encore analphabètes et les niveaux de résultats de l'apprentissage sont faibles dans de nombreux pays . Rapport Mondial de Suivi sur L'EPT 2011 met l'aCECnt sur les conflits armés et l'un de ses plus dommageables conséquences encore moins signalés: son impact sur l'éducation. États touchés par un conflit ont certains des pires indicateurs au monde pour l'éducation. Le rapport documente l'ampleur de cette crise cachée de l'éducation, se penche sur ses causes sous-jacentes et explore les liens entre les conflits armés et l'éducation. Il présente également des recommandations aux échecs d'adresses identifiées qui contribuent à la crise cachée. Il appelle les gouvernements à démontrer une plus grande détermination dans la lutte contre la culture de l'impunité des attaques contre des écoliers et des écoles environnantes, établit un ordre du jour pour la fixation de l'architecture de l'aide internationale et identifie des stratégies pour renforcer le rôle de l'éducation dans la paix. 
The Influence of education on conflict and peace building Year of publication: 2010 Author: Alan Smith Corporate author: UNESCO The purpose of this paper is to identify aspects of education that may have a positive influence on the dynamics of conflict or make a contribution to peacebuilding. The UN Secretary-General’s (2009) report on peacebuilding identifies a number of recurring priorities in conflict-affected situations, ‘establishing security, building confidence in a political process, delivering initial peace dividends and expanding core national capacity’. These priorities include ‘the provision of basic services, such as water and sanitation, health and primary education’. However, in conflict-affected situations education is also about more than service delivery because it is a means of socialization and identity development through the transmission of knowledge, skills, values and attitudes across generations. Education may therefore be a driver of conflict (fuelling grievances, stereotypes, xenophobia and other antagonisms), but can also be a way of contributing to ‘conflict transformation’ and ‘peacebuilding’. Rapport relatif à l'enquête sur la mise en oeuvre de la Feuille de route pour l'éducation artistique Year of publication: 2010 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The Road Map for Arts Education is a reference document that aims to explore the role of arts education in meeting the need for creativity and cultural awareness in the 21st Century, while placing emphasis on the strategies required to introduce or promote arts education in the learning environment. Within this conceptual framework, all UNESCO Member States interested in initiating or developing arts education practices can mould their own national policy guidelines, adapted to their socio-cultural specificities. With the Road Map, UNESCO advocates the essential role of arts education within societies, to create a common ground of understanding for all stakeholders. The development of the Road Map for Arts Education was a lengthy and comprehensive consultation process. The document was first elaborated by a group of experts and UNESCO, then presented at the First World Conference on Arts Education (Lisbon, 2006) and later revised and updated, following recommendations from NGOs and Member States. The Road Map was finally distributed to the UNESCO Member States in November 2007 in English and French and then translated into Spanish and Russian following popular demand. More than a year after this distribution, UNESCO launched a wide-ranging survey in order to assess the implementation of the Road Map in its 193 Member States. Through its National Commissions, the Organization relayed this document to Ministries of both Education and Culture. The aim of this exercise was threefold: to learn whether the Road Map was being applied and to what extent it was influencing policy decisions at national level; to act as a reminder of the importance of the UNESCO reference document and encourage its use; finally, to assess the situation of arts education in the responding countries. Thus, this survey not only acted as a catalyst for the implementation of the Road Map, but also provided precious knowledge on arts education around the world. The Member States’ responses also contributed greatly to the Second World Conference on Arts Education (Seoul, May 2010), inspiring one of its main themes and the topics for a number of workshops. They also encouraged a more integral participation of these States in the conference through preparatory consultations.