Recursos
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UNESCO IICBA: strategic plan Año de publicación: 2019 Autor corporativo: UNESCO International Institute for Capacity-Building in Africa (IICBA) UNESCO IICBA’s Strategic Plan for 2018-2021 is guided by its mandate and mission to strengthen the capacity of Member States in Africa in teacher policy and development. This work is vital to realizing its vision of an integrated, prosperous and peaceful Africa where everyone has access to qualified, motivated and professionally supported teachers. This plan is supported by a vision for Strategic Partnerships, because UNESCO IICBA recognizes their value in promoting regional and national cooperation in teacher-related issues, and in fostering dialogue on teachers and education. Strategic partnerships have three objectives:Successfully implement UNESCO IICBA’s Strategic Plan 2018-2021 Ensure the efficiency and effectiveness of resource mobilizationStrengthen advocacy, cooperation and coordination mechanisms The Strategic Plan is also supported by a Communication Strategy that covers all of UNESCO IICBA’s programme areas and will support collaboration, coordination and institutional operations. The strategy aims to contribute to effective communication that will:Help to fulfill UNESCO IICBA’s strategic goals and objectivesAmplify the visibility of UNESCO IICBA to its stakeholdersInform partners and donors on implementation progress, and demonstrate UNESCO IICBA’s accountabilityEnsure people understand what UNESCO IICBA represents and doesImprove teachers’ professional image and raise awareness to address teachers’ issues in AfricaKeep UNESCO IICBA team members proud, motivated, innovative and accountable in their tasks 
Changing minds, not the climate: the role of education Año de publicación: 2017 Autor corporativo: UNESCO Education is the most powerful element in preparing societies for the global challenges that climate change brings. It equips individuals, communities and the wider world with the understanding, skills and attitudes to engage in shaping green, low emission and climate-resilient societies. Education for Sustainable Development (ESD) is not an ‘extra’ but rather an integral part of any strategy to combat the effects of climate change, put into practice a global agreement and achieve the Sustainable Development Goals (SDGs). It acts to raise awareness and change behaviours and attitudes and enables people to make informed decisions about their lives. The heads of UNESCO and UNFCCC agree that “education provides the skills people need to thrive in the new sustainable economy, working in areas such as renewable energy, smart agriculture, forest rehabilitation, the design of resource-efficient cities, and sound management of healthy ecosystems. Perhaps most important, education can bring about a fundamental shift in how we think, act, and discharge our responsibilities toward one another and the planet.” ESD is increasingly recognized around the world as a key enabler for a more sustainable future. Cambiemos las mentalidades, no el clima: la función de la educación Año de publicación: 2017 Autor corporativo: UNESCO La educación es la herramienta más eficaz para preparar a las sociedades para los desafíos globales que plantea el cambio climático, ya que proporciona a las personas, a las comunidades y al mundo en general los conocimientos, las competencias y las actitudes que se necesitan para construir unas sociedades sostenibles, de bajas emisiones y resilientes al cambio climático.La educación para el desarrollo sostenible (EDS) no es un “extra”, sino un componente esencial de cualquier estrategia para combatir los efectos del cambio climático, poner en práctica un acuerdo mundial y alcanzar los Objetivos de Desarrollo Sostenible (ODS). La EDS contribuye a concienciar y cambiar comportamientos y actitudes y permite a las personas tomar decisiones informadas sobre su vida. Changeons les esprits, pas le climat: le rôle de l’éducation Año de publicación: 2017 Autor corporativo: UNESCO L’éducation est fondamentale afin de préparer les sociétés aux défis mondiaux que pose le changement climatique. Elle offre aux individus, aux communautés et au monde en général la compréhension, les compétences et les attitudes nécessaires pour construire des sociétés à faibles émissions, plus vertes et résilientes. L’éducation au développement durable (EDD) n’est pas un « supplément » mais plutôt une partie intégrante de toute stratégie visant à lutter contre les effets du changement climatique, à mettre en pratique un accord mondial et à atteindre les objectifs de développement durable (ODD). Elle permet de sensibiliser les personnes, favorise une prise de décision éclairée et donc le changement des comportements des individus. 
Global Citizenship Education in Latin America and the Caribbean: Towards a World without Walls: Global Citizenship Education in the SDG 4 - E2030 Agenda Año de publicación: 2018 Autor corporativo: UNESCO Santiago The Latin America and the Caribbean Regional Network Meeting on Global Citizenship Education “Towards a World without Walls: Global Citizenship Education in SDG 4 – Agenda E2030”, was organized by the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC / UNESCO Santiago) and the Asia – Pacific Centre of Education for International Understanding (APCEIU), in collaboration with the Chilean Observatory of Educational Policies (OPECH) of the University of Chile. The event, held on October 23 and 24, 2017, in Santiago, Chile, brought together regional researchers, members of civil society organizations and activists, educational communities, social movements, government educational authorities and universities. The objective of the meeting was to promote dialogue on the concept of Global Citizenship Education (GCED), deepen the regional perspective on the topic and create a network that helps strengthen the implementation of GCED in the context of the Latin America and the Caribbean region. This document summarizes the main topics addressed and issues discussed at the meeting. Subsequently, the founding document of the Regional Global Citizenship Education Network for Latin America and the Caribbean, which was elaborated in light of the meeting’s discussions, is presented. Educación para la Ciudadanía Mundial en América Latina y el Caribe: Hacia un mundo sin muros: educación para la ciudadanía mundial en el ODS4 - Agenda E2030 Año de publicación: 2018 Autor corporativo: UNESCO Santiago La Reunión Regional para América Latina y el Caribe de la Red de Educación para la Ciudadanía Mundial “Hacia un mundo sin muros: educación para la ciudadanía mundial en el ODS 4 – Agenda E2030”, fue organizada por la Oficina Regional de Educación para América Latina y el Caribe (OREALC / UNESCO Santiago) y el Centro de Educación para la Comprensión Internacional de Asia-Pacífico (APCEIU), en colaboración con el Observatorio Chileno de Políticas Educativas de la Universidad de Chile (OPECH). La cita se desarrolló el 23 y 24 de octubre de 2017 en Santiago de Chile, y a ella fueron convocados pensadores y activistas de la región, provenientes de organizaciones de la sociedad civil, comunidades educativas, movimientos sociales, organismos gubernamentales y universidades. El objetivo de la reunión fue promover el diálogo sobre el concepto de Educación para la Ciudadanía Mundial (ECM) y profundizar en una mirada regional para propiciar la conformación de una red que permita fortalecer la implementación de la ECM, situada en el contexto de América Latina y el Caribe. Se presenta este documento como síntesis de las principales temáticas que fueron abordadas y discutidas en el encuentro. A continuación, se presenta el documento fundacional que establece la Red Regional de Educación para la Ciudadanía Mundial para América Latina y el Caribe, que fue elaborada a raíz de las discusiones. 
Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century Año de publicación: 2014 Autor corporativo: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives.The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. Educación para la Ciudadanía Mundial: Preparar a los Educandos para los Retos del Siglo XXI Año de publicación: 2014 Autor corporativo: UNESCO Esta publicación explora una serie de condiciones favorables para la promoción y la puesta en práctica de la ECM. Entre estos se incluyen: la existencia de un entorno abierto para los valores universales, la aplicación de pedagogía transformativa y el apoyo a las iniciativas dirigidas por los jóvenes. El estudio reconoce que hay una serie de tensiones vigentes para con los conceptos de ciudadanía mundial y educación para la ciudadanía mundial. Si bien estas tensiones varían, todas ellas apuntan a la cuestión fundamental de cómo promover la universalidad (p. ej. la identidad, el interés, la participación, el deber comunes y colectivos), respetando al mismo tiempo la singularidad (es decir, los derechos individuales, la superación personal). Se proponen algunas maneras de avanzar para resolver estas tensiones, a la vez que se mantiene que las dificultades que plantean los elementos teóricos de la ECM no deben socavar su práctica. 
Education Transforms Lives Año de publicación: 2019 Autor corporativo: UNESCO Education transforms lives every day and in every corner of society. This video explores the power of education and UNESCO’s role in leading and coordinating the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education is the right of every woman, man and child.Together, we’re shaping the global citizens of tomorrow, empowered on the path of education to build a more sustainable future. UNESCO – Building peace in the minds of men and women. www.unesco.org/education 
Transitions from School to Work: UNICEF Technical Note Año de publicación: 2019 Autor corporativo: United Nations Children's Fund (UNICEF) This report provides guidance on ways that UNICEF can support governments and partners to help adolescents to make a smooth transition from school to decent work. To prepare them for life, work, citizenship and life-long learning, UNICEF encourages governments and partners to expand access to learning and skills development for all children and adolescents – from pre-primary to upper-secondary age, and particularly for the most marginalized. UNICEF further advocates strengthening systems to enable them to develop a breadth of skills across the life course and through multiple learning pathways, such as formal, non-formal, on the job and community based.