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ูุฑุงุทูุฉ: ุฃุณุฆูุฉ ูุฃุฌูุจุฉ Year of publication: 2009 Author: David Beetham | Kevin Boyle Corporate author: UNESCO Humorously illustrated by Plantu, the famous cartoonist of the French newspaper Le Monde, this book is a valuable tool for all those who want to know more about democracy and human rights, whether it be students, activists, civil servants, or simply as interested citizens. What is democracy? What is the relation between democracy and individual rights? Is majority rule always democratic? How can democracy be maintained and improved? This book tackles these and other questions about democracy, covering six broad areas: basic concepts and principles; free and fair elections; open and accountable government; individual rights and their defence; democratic or civil society; the future of democracy. Introducing democracy: 80 questions and answers Year of publication: 2009 Author: David Beetham | Kevin Boyle Corporate author: UNESCO Humorously illustrated by Plantu, the famous cartoonist of the French newspaper Le Monde, this book is a valuable tool for all those who want to know more about democracy and human rights, whether it be students, activists, civil servants, or simply as interested citizens. What is democracy? What is the relation between democracy and individual rights? Is majority rule always democratic? How can democracy be maintained and improved? This book tackles these and other questions about democracy, covering six broad areas: basic concepts and principles; free and fair elections; open and accountable government; individual rights and their defence; democratic or civil society; the future of democracy. Dรฉmocratie: questions et rรฉponses Year of publication: 2009 Author: David Beetham | Kevin Boyle Corporate author: UNESCO Humorously illustrated by Plantu, the famous cartoonist of the French newspaper Le Monde, this book is a valuable tool for all those who want to know more about democracy and human rights, whether it be students, activists, civil servants, or simply as interested citizens. What is democracy? What is the relation between democracy and individual rights? Is majority rule always democratic? How can democracy be maintained and improved? This book tackles these and other questions about democracy, covering six broad areas: basic concepts and principles; free and fair elections; open and accountable government; individual rights and their defence; democratic or civil society; the future of democracy. 
Equitable Education: 30 Years from Education for All to All for Education 2030 Year of publication: 2020 Author: Juan Miguel Luz Corporate author: Equitable Education Fund In the 30 years since the World Declaration on Education for All (Jomtien Declaration, Thailand), the world has made enormous strides in achieving the target of universal primary education.Total enrolment rates in developing regions reached 91 percent in 2015 and the worldwide number of children out of school has dropped by almost half. However, large disparities remain. Children from the poorest households are up to five times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.As education inequality threatens to widen because of the COVID-19 pandemic, and with only 10 years to go to achieve the Sustainable Development Goals (SDGs), now, more than ever, is the time for the world to come together and accelerate change through innovative and sustainable solutions. 
Using Civic Participation and Civic Reasoning to Shape Our Future and Education (Background Paper for the Futures of Education Initiative) Year of publication: 2020 Author: Sarah M. Stitzlein Corporate author: UNESCO Actualizing a preferred future relies on citizens who are prepared to effectively engage perhaps the most fundamental civic question: โWhat should we do?โ (Levine, 2016; Dishon & Ben-Porath, 2018). It is a question that arises when people face a problem, must reach a decision, or must figure out how to flourish together as a group. This question is closely tied to the key question posed by the International Commission on the Futures of Education: โWhat do we want to become?โ Engaging both questions is a useful way for us to envision education in the future. These questions push us to consider not only what we merely can do, but also what is right for us to do in light of our responsibilities to others.Civic reasoning is the sort of reasoning we do as we answer the question, โWhat should we do?โ Civic discourse is a means or method by which people engage in civic reasoning. Efforts to envision improved education and futures should foreground civic reasoning and discourse as both a means and ends of citizen participation. They are important for the ways in which they directly engage citizens and for their products, which lead to future civic action and better futures. 
From words to action; Des paroles aux actes Year of publication: 2014 Corporate author: UNESCO Since its creation in 1945, UNESCO has been working to enhance mutual understanding between peoples, founded on an ever more subtle knowledge of cultures in their rich diversity in order to promote the dignity of all through the affirmation of the principles, rights and values of our common humanity. The era of globalization characterizes our societies, in a cultural landscape which, more than ever, is permeated with diversity because of the mutual influences of peoples, communities, and of their cultural and religious practices. A major issue remains: the need to demonstrate the benefits of promoting both respect for human rights and cultural diversity, recognizing the importance of genuine intercultural dialogue in order to fight against new forms of racism, discrimination, intolerance, extremism and radicalization. UNESCO, with lengthy practical experience as an international laboratory of ideas, monitors respect for universal values, in particular by initiating research and producing various kinds of teaching tools designed for the acquisition of intercultural skills. Which skills should be mobilized or acquired in order to be able not only to respect but also to appreciate the Other in all his or her diversity. How many of these skills can be useful on both a collective level and an individual one in order to protect cultural rights, protect oneself from, or to transcend prejudice? Intercultural sensibility and aptitudes have to be explored since they refer to the willingness and capacity of people to step outside of their own logic and systems of thought in order to engage with others, and appreciate different cultural narratives especially if they are not equally valorized or recognized in a given societal context. This portfolio proposes a basic tool for capacity building in support of exchange, communication and cooperation beyond cultural, religious and national borders, allowing the emergence of a global citizenship in a safer world for all. In this perspective, this set of key resources consists of papers by international experts exploring the linkage between respect for cultural diversity and human rights, with all that that implies. It brings together other publications such asIntercultural Competences, Conceptual and Operational Framework, published by UNESCO in 2013, and documents such as Dire la Tolรฉrance (Defining Tolerance), published in 1997 and translated into English and into Arabic, and, finally, UNESCOโs Programme of Action for a Culture of Peace and Non-Violence, A Vision in Action, published in English in 2012 and in French in 2013. Symbolically released on 10 December 2014, Human Rights Day, this multilingual and evolving publication is designed primarly to be an Open Access tool, a flagship project of the International Decade for the Rapprochement of Cultures (2013-2022). In the same spirit, its content will be enriched and developed in an e-learning format, throughout the Decade. 
Media and Information Literacy: Policy and Strategy Guidelines Year of publication: 2013 Author: Alton Grizzle | Penny Moore | Michael Dezuanni | Sanjay Asthana | Carolyn Wilson | Fackson Banda | Chido Onumah | Maria Carme Torras Calvo Corporate author: UNESCO This resource aims to treat MIL as a composite concept, unifying information literacy and media literacy as well as considering the right to freedom of expression and access to information through ICTs. It is divided into two parts. Part 1 is the MIL Policy Brief, and is designed for policy or decision makers and can serve as a summary of the publication. Part 2 is divided into several comprehensive chapters and suggests: 1) how to enlist MIL a development tool; 2) conceptual frameworks for MIL policies and strategies; and 3) model MIL policy and strategies that can be adapted by countries globally. 
El acercamiento de las culturas; Hoja de ruta 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 โidentityโ โ religious, cultural, ethnic, or otherwise โ 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. 
์ง์๊ฐ๋ฅ๋ฐ์ ๊ฐ๋
์ ๋ฐ์๊ณผ ํ๋: ๊ณผํ๊ธฐ์ ยท๋์
ยท์ง๋ฐฉ์์น ๋ฑ์ ๋ฐ์ ์ ๋ต์ผ๋ก ์ฌ์ฉ๋๊ธฐ๊น์ง (์ง์๊ฐ๋ฅ๋ฐ์ ํฌํธ ๊ต์ก์๋ฃ 1ํธ) Year of publication: 2020 Corporate author: ์ง์๊ฐ๋ฅ๋ฐ์ ํฌํธ | ๋ํ๋ฏผ๊ตญ ํ๊ฒฝ๋ถ ์ง์๊ฐ๋ฅ๋ฐ์ ๊ฐ๋
์ ๋ฐ์๊ณผ ํ๋์ ๋ํด์ ์์๋ณด๊ณ ๊ณผํ๊ธฐ์ , ๋์
, ์ง๋ฐฉ์์น์์ ์ ์ฉ๊ณผ ์ฐ๊ด์ฑ์ ๋ํด ์ฝ๊ฒ ์ค๋ช
ํ๊ณ ์๋ ์ง์๊ฐ๋ฅ๋ฐ์ ํฌํธ ๊ต์ก์๋ฃ 1ํธ์ด๋ค. 
๋ฏธ๋์ ์ํ์ ๋์ฒํ๊ธฐ ์ํ ์ธ๋ฌธ์ฌํ์ ์์๋ ฅ์ ํ์์ฑ: ์ฝ๋ก๋ ํ๋ฐ๋ฏน๊ณผ ๋ฏธ๋ ๋ฌธํด๋ ฅ์ ์ค์ฌ์ผ๋ก (Future Horizon Plus ์ 45๊ถ ์ 2ํธ) Year of publication: 2020 Author: ์ตํญ์ญ Corporate author: ๊ณผํ๊ธฐ์ ์ ์ฑ
์ฐ๊ตฌ์ ๋ฏธ๋๋ฌธํด๋ ฅ์ ์์ ์ด ํ์ฌ์ ์์กด๋ฌธ์ ๋ฅผ ํด๊ฒฐํ๋ ๊ฒ ๋๋ฌธ์ ์ ์ฒด ์ฌํ์ ์์กด์ ์์ด ๋ฏธ๋์ ๋ณํ์ ๋ํ ํ์์ฑ์ ์ ์ธ์ํ์ง ๋ชปํ๋ ๊ฐ์ธ ํน์ ์กฐ์ง์๊ฒ ํ์ํ ์ญ๋์ด๋ค.๋ํ ๋ฏธ๋๋ฌธํด๋ ฅ์ ์กฐ์ง ๊ตฌ์ฑ์๋ค๋ก๋ถํฐ ์ป๋ ํ์ฌ์ ์ธ๊ธฐ์ ๋ช
์ฑ๋ณด๋ค๋ ์ ์ฒด ์ฌํ๊ฐ ๋ฏธ๋์ ์ง์๊ฐ๋ฅํ ๋ฐ์ ์ ์ด๋ฃฉํ ์ ์๋๋ก ํ๋ ์ ์ฑ
๊ณผ ์ ๋ต์ ์ ์ํด์ผ ํ๋ ๊ตญ๊ฐ๋ฆฌ๋๋ค์๊ฒ๋ ๊ฐ์น๊ฐ ์๋ค. ๊ตญ๋ฏผ๋ค์ด ๋น์ฅ์ ๋ถํธํจ์ ํธ์ํด๋ ์ด๋ฌํ ๋ฐฉ๋ฒ์ด ๋ฏธ๋์ ์ง์์ฑ์ ์ํด์ ํ์ํ๋ค๊ณ ๋ฏฟ๊ฒ ํ๋ ๋ฅ๋ ฅ์ด ์๊ตฌ๋๊ธฐ ๋๋ฌธ์ด๋ค.์ธ๋ฌธ์ฌํ์ ์์๋ ฅ์ ๋ฏธ๋์ ๋ํด์๋ ๋จ์ํ โ๋ฐ์ ๋ฏธ๋-์ด๋์ด ๋ฏธ๋โ๋ผ๋ ์ด๋ถ๋ฒ์ผ๋ก ๋ฌธ์ ์ ์ ๊ทผํ๋ ๊ฒ์ ๊ทน๋ณตํ๊ฒ ํ๋ค. ์ธ๊ฐ๊ณผ ์์ฐ์ ๊ณต์กด, ๊ฐ์ธ๊ณผ ๊ณต๋์ฒด์ ์์์ด๋ผ๋ ๊ฐ์น๋ฅผ ์ค์ฌ์ผ๋ก ํ๋ ์ธ๋ฌธ์ฌํ์ ์์๋ ฅ์ ๋์ ํ์๊ฐ ์ด๋ป๊ฒ ํ์ธ์ ํ์๋ก ์ด์ด์ง๋ฉฐ, ์ด๊ฒ์ด ์ ์ฒด ๊ณต๋์ฒด์ ๋ฏธ๋์ ์ด๋ ํ ์ํฅ์ ์ฃผ์ด ๊ฒฐ๊ตญ ๋์ ์ถ์ ์ด๋ ํ ์ํฅ์ ์ค ๊ฒ์ด๋ผ๋ ๊ฒ์ ๊ทธ๋ฆฌ๊ฒ ํด์ค๋ค.