Recursos
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Metadata for the Global and Thematic Indicators for the Follow-up and Review of SDG 4 and Education 2030 Año de publicación: 2017 Autor corporativo: UNESCO Institute for Statistics (UIS) This document contains standardised metadata for each of the proposed global and thematic indicators for monitoring Sustainable Development Goal 4 (SDG 4) and the Education 2030 Agenda.The metadata included in this document have been developed by the UIS and are based on the set of thematic indicators approved by the Technical Cooperation Group on SDG 4–Education 2030 Indicators, a group set up in 2016 to provide the technical platform to support the implementation of the thematic indicator framework for the follow-up and review of SDG 4 and the Education 2030 Agenda. Метаданные глобальных и тематических показателей для сопровождения и обзора "ЦУР 4" и программы «Образование-2030" Año de publicación: 2017 Autor corporativo: UNESCO Institute for Statistics (UIS) Этот документ содержит стандартизованные метаданные для каждого из предлагаемых глобальных и тематических показателей для мониторинга Цели 4 устойчивого развития (SDG 4) и Повестки дня "Образование-2030".Метаданные, включенные в этот документ, были разработаны Институтом статистики ЮНЕСКО и основаны на наборе тематических показателей, одобренных Группой технического сотрудничества по индикаторам ЦУР 4 - "Образование-2030", созданной в 2016 году для предоставления технической платформы по поддержке реализации структуры тематических показателей для последующей деятельности и обзора ЦУР 4 и Повестки дня "Образование-2030". 
Preparing Teachers for Global Citizenship Education: A Template Año de publicación: 2018 Autor corporativo: UNESCO Bangkok The UNESCO Asia-Pacific Regional Bureau for Education in Bangkok, Thailand, has taken up the task to promote GCED through a project that focuses on teachers who are key players in transferring appropriate values, knowledge and skills to their students. With support from the Korean Funds-in-Trust, one output of the project is this guide: Preparing Teachers for Global Citizenship Education: A Template.This publication provides useful information on integrating GCED concepts, principles and activities into curricula and teaching practices covering a broad spectrum of issues and pedagogies. It contains exemplars illustrating how GCED can be integrated into various subject areas. Diverse resources and materials listed in the document also offer readers a wide range of references. Underscoring the pragmatic objective of this work is the need for teachers to become global citizens themselves. Подготовка учителей к образованию в духе глобальной гражданственности: Шаблон Año de publicación: 2018 Autor corporativo: UNESCO Bangkok Подготовка учителей к воспитанию в духе глобальной гражданственности: данный Шаблон - это ответ на вопрос преподавателей и методистов о практической информации и советом о том, как они могут внедрять воспитание в духе глобальной гражданственности (ВГГ) в свои педагогические практики. Эта публикация представляет собой концептуальную основу для трансформационного образования, иллюстрирует искусство преподавания ВГГ с примерами творческой педагогики, предоставляет примеры для демонстрации того, как ВГГ можно интегрировать в разные тематические области и отсылает читателей к богатому списку ресурсов. 
Citoyenneté des enfants et des adolescents Año de publicación: 2018 Autor: Stéphanie Gaudet Autor corporativo: Lien social et Politiques Chacune des contributions de ce numéro révèle clairement un ou plusieurs de ces défis selon différences échelles d’analyse. La première partie du numéro porte sur les normativités et les représentations sociales de la citoyenneté enfantine et adolescente véhiculées par les instruments de politiques publiques en France et au Québec. La deuxième section porte sur les institutions qui répondent directement des politiques publiques et qui ont pour mandat de socialiser et d’éduquer les enfants et les adolescents aux pratiques de citoyenneté démocratique. La troisième section de ce numéro présente deux contributions qui rendent compte de l’agencéité (agency) des jeunes et de leurs pratiques citoyennes, c’est-à-dire leur capacité à développer des intentions politiques et à les mettre en action les uns avec les autres. Ce terme se distingue de celui d’agentivité qui est utilisé davantage en sciences cognitives et s’intéresse plus spécifiquement aux mécanismes de l’action individuelle (Glossaire, 2009). Finalement, nous terminons le numéro par des analyses à l’échelle des quartiers et des organisations jeunesse. On y voit comment les intervenants de première ligne, et leurs organisations locales, négocient différentes visions de l’éducation citoyenne, allant de l’éducation à la civilité jusqu’à l’intervention démocratique. Ces échelles d’analyse nous permettent d’observer les représentations de la citoyenneté en fonction des rapports de classe et d’ethnicité. 
Quick Guide to Education Indicators for SDG 4 Año de publicación: 2018 Autor corporativo: UNESCO Institute for Statistics (UIS) This guide serves as a quick reference on how to monitor progress towards Sustainable Development Goal 4 (SDG 4) on quality education. It provides basic explanations of SDG 4 targets, their indicators, how they are created and where to find the information needed for these indicators. 
Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey Año de publicación: 2018 Autor: Madhu Singh Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) For Syrian refugees living in Egypt, Iraq, Jordan, Lebanon and Turkey, recognition is a transformative mechanism that can help them enter or re-enter education, integrate into the world of work and participate fully in their host communities. However, while policy-makers in the region have prioritized the recognition, validation and accreditation of non-formal and informal learning, it remains a major challenge to develop systems that do this effectively. Pathways to Empowerment lays the essential groundwork for such a system, urging governments to develop comprehensive national strategies rather than ad hoc projects to recognize the competences of Syrian refugees. Its recommendations will contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees’ learning is a critical issue. 
Review of Curricula and Curricular Frameworks: Report to Inform the Update of the UNESCO International Technical Guidance on Sexuality Education Año de publicación: 2018 Autor: Nicole Cheetham | Nora Gelperin Autor corporativo: Advocates for Youth In 2009, UNESCO published the International Technical Guidance on Sexuality Education (ITGSE): An evidence-informed approach for schools, teachers and health educators. The purpose of the ITGSE is to assist education, health and other relevant authorities in the development and implementation of school-based sexuality education programmes and materials (UNESCO, 2009). The publication was released in two volumes: Volume I, which focuses on the rationale for sexuality education and provides sound technical advice on the characteristics of effective programmes; and Volume II, which focuses on the topics and learning objectives to be covered in a ‘basic minimum package’ on sexuality education for children and young people from 5 to 18+ years of age, and includes a bibliography of useful resources.In 2016, UNESCO began a process to update the ITGSE, consisting of a literature review of the evidence and lessons learned since the release of the original publication; a stakeholder consultation on sexuality education held in October of 2016; an online user survey; and an expert, Comprehensive Sexuality Education (CSE) Advisory Group established to inform the process and its findings.This report summarizes evidence-informed conclusions, expert recommendations and current practice for curriculum-based sexuality education for ages 5-18+ and provides preliminary, overarching changes to Volume II of the ITGSE for consideration by the UNESCO CSE Advisory Group. 
Reflections on Progress, Sustainable Development and Global Citizenship Año de publicación: 2013 Autor: Georges Haddad Autor corporativo: UNESCO The arguments developed in this concise presentation demonstrate that sustainable development, progress and global citizenship, efficiently embedded in the context of the Knowledge Society, undeniably participate in the development of the New Humanism promoted by the Director-General of UNESCO, and which we all agree to consider essential for the wealth and prosperity of Humanity in an agreeable, peaceful and friendly common environment. Reflexiones Sobre el Progreso, el Desarrollo Sostenible y la Ciudadanía Mundial Año de publicación: 2013 Autor: Georges Haddad Autor corporativo: UNESCO Los argumentos desarrollados en esta breve ponencia ponen de manifiesto que el desarrollo sostenible, el progreso y la ciudadanía mundial sólidamente arraigados en la Sociedad del Conocimiento contribuyen indudablemente a construir este Nuevo Humanismo promovido por la Directora General de la UNESCO, y que todos coincidimos en considerar esencial para la riqueza y la prosperidad de la Humanidad, en un entorno común grato, pacífico y cordial.