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Inclusión a la universidad de estudiantes meritorios en situación de vulnerabilidad social Año de publicación: 2015 Autor: Marcela Orellana | Karla Moreno | Francisco Javier Gil Autor corporativo: UNESCO Santiago | UNESCO Chair on Inclusion in Higher Education La primera edición de este trabajo fue publicada por la OREALC/UNESCO Santiago para su difusión entre los asistentes a la Reunión Ministerial Educación para Todos en América Latina y el Caribe: Balance y desafíos post 2015, en el marco del Proyecto Regional de Educación para América Latina y el Caribe (PRELAC), realizada en Lima, Perú el 30 y 31 de octubre de 2014. En esta segunda edición, nos complace sumar otros mecanismos de inclusión que surgen del compromiso de la Cátedra UNESCO de Inclusión en la Educación Superior, el valioso apoyo de fundaciones privadas sin fin de lucro y el apoyo de la OREALC/UNESCO Santiago. La generación de estas alianzas constituye un aporte fundamental para el levantamiento de información relevante para el diseño de propuestas de políticas públicas tendientes a disminuir las brechas de desigualdad en la educación superior, a garantizar el derecho a una educación de calidad y a colaborar a la construcción de sociedades con mayor justicia social. 
Ocean Literacy for All: A Toolkit (IOC Manuals and Guides, 80) Año de publicación: 2017 Autor: Francesca Santoro | Selvaggia Santin | Gail Scowcroft | Géraldine Fauville | Peter Tuddenham Autor corporativo: UNESCO Venice Ocean literacy programs and projects, until now, have been mainly focusing on developing resources, lesson plans and activities targeting Science, Technology, Engineering and Mathematics (STEM) education. Currently, and in particular after the adoption of the Sustainable Development Goal (SDG) 14, we have assisted to a shift in the focus towards the inclusion of approaches closer to those developed under the UNESCO framework of Education for Sustainable Development (ESD).ESD aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviors needed for sustainable development. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world. This publication is made of two parts. The first part presents the history of ocean literacy, and describes its framework made of 7 essential principles, and connects them to international ocean science programs that contributes to enhancing ocean knowledge and observations. Moreover, marine scientists and educators were interviewed to share their professional experiences on ocean literacy as well as their views on its future. The last chapter of part 1 describes the existing challenges to marine education, as well as the path for the development of successful ocean literacy activities in the context of the 2030 Agenda. One of the most important factors identified is related to the creation of multi-sector partnerships among the education, government, and private sector that have jointly built ocean literacy programs for all formal educational levels from the primary school to the university level as well as for non-formal learners. Worldwide examples of such programs are presented. The second part, after introducing the methodological approach based on the multi-perspective framework for ESD developed by UNESCO, presents 14 activities that could provide tested examples and support for the implementation of marine education initiatives. The aim is not to provide a one size-fits-all ready to use collection, but rather to offer support and examples of what could be then adapted for different geographical and cultural contexts. The resources are designed to be relevant for all learners of all ages worldwide and to find their application in many learning settings, while in their concrete implementation they will, naturally, have to be adapted to the national or local context. Cultura oceánica para todos: kit pedagógico (COI Manuales y guías, 80) Año de publicación: 2017 Autor: Francesca Santoro | Selvaggia Santin | Gail Scowcroft | Géraldine Fauville | Peter Tuddenham Autor corporativo: UNESCO Venice Más que un concepto, la cultura oceánica es una herramienta fundamental para mejorar el conocimiento sobre el océano y estimular la participación activa de los ciudadanos y de las partes interesadas en la implementación de acciones sostenibles. Es también una manera de promover prácticas de producción sostenible, formular sólidas políticas públicas marinas, promover una ciudadanía más responsable, y animar a los jóvenes a iniciar una carrera en la economía azul o en las ciencias oceánicas. Esta publicación pretende describir y revisar los actuales enfoques, iniciativas, programas y proyectos sobre cultura oceánica. La primera parte ilustra los principios esenciales de la cultura oceánica y evidencia el conocimiento científico subyacente a través de estudios de casos, datos históricos e información cultural. Asimismo, muestra los esfuerzos actuales que realiza la cultura oceánica desde una perspectiva multidisciplinaria mediante entrevistas a expertos, educadores y científicos que trabajan y estudian en todo el mundo. La segunda parte presenta catorce actividades que proporcionan herramientas y buenas prácticas basadas en las competencias clave necesarias para que alumnos de todas las edades conozcan y se comprometan activamente con los temas sobre el desarrollo sostenible. Estas actividades pueden ser adaptadas a las necesidades y a los recursos disponibles. Las referencias adicionales que se proporcionan sirven para ampliar la información de los temas propuestos. Con este manual, la UNESCO y su Comisión Oceanográfica Intergubernamental (COI) pretenden que los países y las partes interesadas participen en el desarrollo de actividades interdisciplinarias y culturalmente diversas sobre cultura oceánica a escala mundial. 
Developing reflective citizens: The role of Holocaust education In what way can we best conceptualize the relationship of Holocaust education to the broader goal of developing reflective citizens? Keeping in mind the diversity of our audience while simultaneously recognizing the traditions of social studies education in the United States, the author argues that Holocaust education should be integrated within the rationale of educating young people to reflect upon issues that have direct relationships to (1) the development of values and (2) the fostering of behaviours emphasizing social responsibility. In short, Holocaust education ‒ meaning the design of curricula, creation of pedagogical strategies and evaluation of student performance ‒ can be a critical component in developing a citizenry who are capable of addressing global problems such as human rights violations and genocide by employing a reflective understanding of history and its relationships to present and future policies and practices, irrespective of national boundaries (By the author) Mémoires à venir - Une enquête sur la mémoire du XXe siècle auprès de 31 172 jeunes de 16 a 29 ans, en 24 langues, dans 31 pays The Foundation for Political Innovation(Fondapol) and the Foundation for the Memory of the Shoah have carried out an international survey of the younger generations that reveals the memories and perceptions of youth regarding the major events of the twentieth and twenty-first centuries. The participants were 31,172 young people aged 16 to 29, surveyed in 24 different languages in 31 countries : Australia , Austria, Belgium , Canada, China , Croatia, Denmark , Estonia , USA , Finland, France , Greece, Hungary , India, Israel, Italy, Japan , Latvia, Lithuania , Netherlands , Poland, Czech Republic, Romania, United Kingdom , Russia, Serbia , Switzerland, Turkey and Ukraine. (By the publisher - Translation) Toward a Philosophy of Holocaust Education: Teaching Values without Imposing Agendas Most teachers hope to make a difference in the lives of their students, but whether they accomplish this with any regularity is often left unclear. With a topic like the Holocaust, the stakes are greatly raised. In this essay, the author discusses the place of the Holocaust in the liberal arts. He argues that the content of Holocaust education must revolve around a methodology that allows students to conjure and experiment with new and deeper self-understanding(s). Teaching the Holocaust effectively means freeing (and urging) students to ask questions about historical epistemology (i.e., the ways in which historians come to know what they do), as well as questions which speak directly to the challenges of the current moment. The idea behind this philosophy is to teach the past in a manner that equips students to see the ramifications of their choices in contrast to the Germans who, by virtue of their own choices, allowed themselves to be fastened in a system designed to achieve national revitalization and racial purification at any and all costs. He stresses that history teachers, as the most recent data show, cannot further their own agendas by using the Holocaust as an instrument for political indoctrination, but they can still lead their students toward new ways of thinking about the world and their place in it. (By the publisher) 
التصدي لمعدات السامية عن طريق التعليم مبادئ تةجيهية لواضعي السياسات Año de publicación: 2018 Autor corporativo: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) A new UNESCO and OSCE co-publication takes up the challenge of educating learners to resist contemporary anti-Semitism at a time when the issue is becoming ever more crucial around the world. It suggests concrete ways to address anti-Semitism, counter prejudice and promote tolerance through education, by designing programmes based on a human rights framework, global citizenship education, inclusiveness and gender equality.It also provides policymakers with tools and guidance to ensure that education systems build the resilience of young people to anti-Semitic ideas and ideologies, violent extremism and all forms of intolerance and discrimination, through critical thinking and respect for others. Yad Vashem: The world Holocaust remembrance center The world’s largest repository of information on the Holocaust, Yad Vashem’s website provides easy access to digital collections, e-learning for professionals, a database of Shoah victims’ names, and a wealth of historical information in several languages. Yad Vashem: Le centre de commémoration de l'Holocauste dans le monde Le plus grand référentiel au monde de l'information sur l'Holocauste, le site de Yad Vashem offre un accès facile aux collections numériques, e-learning pour les professionnels, une base de données des noms des victimes de la Shoah, et une richesse d'informations historiques en plusieurs langues. Sud-Africain Holocauste et Fondation du Génocide Une initiative unique sur le continent africain, la Fondation sur le génocide sud-africaine de l'Holocauste et est dédié à la création d'une société plus humaine et juste dans laquelle les droits de l'homme et la diversité sont respectés et valorisés. Centres couverts par la Fondation servent de monuments aux six millions de Juifs qui ont été tués dans l'Holocauste et toutes les victimes du nazisme, enseignent sur les conséquences des préjugés, le racisme et la discrimination, et de promouvoir une compréhension des dangers de l'indifférence, l'apathie et le silence.