Recursos
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ESD レンズ政策および実践のためのリビュー・ツール Año de publicación: 2010 Autor corporativo: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. La Lente de la educación para el desarollo sostenible: una herramienta para examinar las políticas y la práctica Año de publicación: 2010 Autor corporativo: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. 지속가능발전교육 렌즈: 정책 및 실행 평가도구 Año de publicación: 2013 Autor corporativo: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. 
School knowlegde and curriculum standard Año de publicación: 2000 Autor: Zhong Qiquan Based on curriculum sociology, criticism towards school knowledge has been expanded. This article first discusses the problems of education in both Japan and China and then emphasizes the important relationship between quality value and curriculum standard. The four elements of school curriculum: curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation are also clarified with regard to design curriculum standard. 学校知识与课程标准 Año de publicación: 2000 Autor: Zhong Qiquan 基于课程社会学，对于学校知识的批判增加。文章首先讨论了中国和日本的教育问题，并强调了“素质价值”与课程标准间的重要关系。文章讨论了课程构成的四要素：课程目标、课程内容、课程实施和课程评价，及其与课程标准编制的关系。 Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent Año de publicación: 2016 Autor: Aislinn O'Donnell Autor corporativo: Society for Educational Studies | Taylor & Francis This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of ‘radicalization’, central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and refer students ‘at risk of radicalization’. Based on the experience of teaching IRA and INLA prisoners in the Republic of Ireland, the author outlines a set of philosophical and ethical principles that ought to underpin education. It is argued that education must not be subordinated to security and intelligence agendas on pragmatic, educational and ethical grounds. Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent Año de publicación: 2016 Autor: Aislinn O'Donnell Autor corporativo: Society for Educational Studies | Taylor & Francis Le présent document décrit quelques impacts de la législation antiterroriste, y compris la prévention, sur l’approche pédagogique et les établissements d'enseignement. Le concept de « radicalisation » qui figure au cœur de la stratégie « Prévenir » est contesté dans le domaine de la lutte contre le terrorisme. Toutefois, les éducateurs sont maintenant en mesure d'identifier et d’orienter les élèves « en voie de radicalisation ». Sur la base de l'expérience de l'enseignement dispensé aux prisonniers de l'IRA et de l'INLA dans la République d'Irlande, l'auteur décrit un ensemble de principes philosophiques et éthiques qui devraient soutenir l'éducation. On fait valoir l’idée que l'éducation ne doit pas être subordonnée aux questions de sécurité et de renseignement pour des raisons pragmatiques, éducatives et éthiques. Report on the survey on the implementation of the road map for arts education Año de publicación: 2010 Autor corporativo: 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. Panorámica regional: América Latina y el Caribe Año de publicación: 2011 Autor corporativo: 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 Año de publicación: 2011 Autor corporativo: 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.