Recursos
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Entre el reloj y la brújula: desafíos en la garantía del derecho a la educación y al aprendizajede personas jóvenes y adultas en América Latina y el Caribe; documento de trabajo Año de publicación: 2019 Autor: Henry Renna Autor corporativo: UNESCO Santiago Este documento tiene por objetivo proporcionar una visión general de la educación y del aprendizaje de personas jóvenes y adultas como derecho humano y social. Los instrumentos de derecho vinculante y no vinculante que la sustentan son históricos y de larga data, como también contingentes, amplios y extensos en su alcance, con presencia regional e internacional. El documento muestra —sobre la base de los Indicadores del Objetivo de Desarrollo Sostenible 4 (ODS 4 Agenda 2030)— que los principales desafíos para los países de América Latina y el Caribe tienen relación con la lentitud de los progresos (el desafío del reloj) dejando a muchas y muchos jóvenes y adultos al margen de oportunidades educativas, de conocimientos, habilidades y aptitudes, y privados de alcanzar el bienestar integral. Este informe también sostiene —basado en los informes nacionales del Tercer Reporte Global de Educación y Aprendizaje de Adultos— que muchos desafíos están vinculados con la dirección de las políticas (el desafío de la brújula), con sentidos reduccionistas y homogeneizadores detrás de las instituciones y de la acción pública, lo que precariza y fragiliza la garantía del derecho a la educación y al aprendizaje de las personas jóvenes y adultas. Este documento es consistente con el llamado de la UNESCO a «repensar la educación» e invita a reconstruir en el siglo XXI un mundo y una educación sin muros, donde se difuminen las fronteras mentales e institucionales que reducen, dividen y aislan los sistemas educativos, con el fin de liberar su poder transformador para todos y todas. 
Citizenship Education at School in Europe, 2017: Eurydice Report Año de publicación: 2017 Autor corporativo: European Commission | Education, Audiovisual and Culture Executive Agency (EACEA) | Eurydice The Eurydice Citizenship Education at School in Europe – 2017 report provides a comparative overview of national policies in the area of citizenship education across Europe, at a time when increasing demands are being made on education and training systems to promote this area of learning. It focuses on the curriculum content and organisation, the teaching and learning methods in and outside the classroom, the assessment of students, and the training and support for teachers. These issues are addressed in the four chapters, each of which is complemented by a case study on a recent policy initiative. The report is primarily based on qualitative data and covers 42 education systems. It draws on the existing regulations and recommendations regarding citizenship education in public sector schools and includes general education and school-based initial vocational education training programmes. 
2018년도 SDG4-교육2030 협의체 운영보고서 Año de publicación: 2019 Autor corporativo: 유네스코한국위원회 2018년도 교육부, 유네스코한국위원회와 9개 교육전문기관(한국교육과정평가원, 유아정책연구소, 한국대학교육협의회, 한국직업능력개발원, 한국여성정책연구원, 국가평생교육진흥원, 유네스코 아시아태평양 국제이해교육원, 한국교육학술정보원, 한국교육개발원) 으로 구성된 SDG 4-교육2030 협의체 운영(회의, 포럼 등) 내용을 담은 보고서이다. 
Manifeste pour une éducation à la citoyenneté planétaire: Pour vivre ensemble à 10 milliards, changeons l'éducation Año de publicación: 2015 Autor corporativo: Collectif Paris-Education 2015 Face à l’ampleur, l’urgence, la diversité et la complexité des problématiques engendrées par le modèle de développement de nos sociétés contemporaines, nous sommes donc obligés, dans l’urgence, de nous pencher sur les questions d’éducation et de formation des générations futures qui devront affronter des réalités biophysiques, économiques et politiques inédites, dont nous commençons à peine à entrevoir l’ampleur. Ce qui est dès lors en jeu, avec l’avenir de l’homme et de la Terre, c’est l’humain, ce qu’il deviendra, ce qu’il sera capable de porter comme projet pour l’humanité.Quelles qualités d’humains devons-nous faire advenir pour que ces réalités inédites puissent être rencontrées demain, sans que l’humanité bascule dans la violence et le dépeçage égoïste de la planète? Quels enfants voulons-nous laisser à notre Terre?Cette urgence impose un changement d’échelle dans la transformation des systèmes éducatifs, des contenus et des méthodes d’enseignement. Malgré la volonté et la compétence de nombreux acteurs de l’école, force est de constater que les actions menées pour une éducation plus en cohérence avec les enjeux climatiques et, plus largement, sociétaux restent à la marge. Elles sont réalisées par des individus clairvoyants. Il est temps d’enclencher la vitesse supérieure. 
The SDGs and Cities INTERNATIONAL HUMAN MOBILITY Año de publicación: 2018 Autor corporativo: International Centre for the Promotion of Human Rights | (ICPHR) The Handbook is to address new situations – and responses to these situations – generated by the global phenomenon of human mobility in urban spaces. Democracies are being threatened by the sustained growth of social gaps and the exclusion of vast sectors of the population from political systems and benefits of development, placing structural limits on the exercise of human rights. In this context, where new tensions and problems have arisen such as massive displacements of the population, the appearance of diverse types of extremism, of wars and conflicts and climate change in turn place these social sectors under conditions of structural inequality, exclusion and discrimination, as the main victims of human rights violations. This Handbook was prepared and published with the support and assistance of the UNESCO Sector for Social and Human Sciences through its Regional Science Bureau in Montevideo and the Latin American and Caribbean Coalition of Cities against Racism, Discrimination and Xenophobia. 
[Draft Evaluation Report] External Evaluation of the UNESCO-IICBA Project on: “Teacher Training & Development for Peace-Building in the Horn of Africa and Surrounding Countries” Año de publicación: 2018 Autor corporativo: UNESCO International Institute for Capacity-Building in Africa (IICBA) The project on “Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries” was designed by UNESCO-IICBA and financed by the Government of Japan. The project benefitted six conflict-affected countries; Ethiopia, Eritrea, Somalia, Kenya, Uganda, and South Sudan by building on the mandate and niche expertise of UNESCO-IICBA in teacher education, as well as benefiting from the empathetic insights and financing of the Government of Japan.This evaluation report analyses the design, implementation, and consolidation of the project to assess the likelihood that it can facilitate peace education as an effective and integral part of the national education systems. The project’s short timeframe and modest financing mean that the evaluation could not credibly deal with its outcomes and impact; but efforts are made to gauge the uptake and sustainability of this project as a vehicle for promoting peace education and so help to prevent violent conflict and cultivate a culture of peace in the countries concerned. 
The SDGs AND CITIES INTERNATIONAL HUMAN MOBILITY Año de publicación: 2018 Autor corporativo: International Centre for the Promotion of Human Rights | (ICPHR) The Handbook is to address new situations – and responses to these situations – generated by the global phenomenon of human mobility in urban spaces. Democracies are being threatened by the sustained growth of social gaps and the exclusion of vast sectors of the population from political systems and benefits of development, placing structural limits on the exercise of human rights. In this context, where new tensions and problems have arisen such as massive displacements of the population, the appearance of diverse types of extremism, of wars and conflicts and climate change in turn place these social sectors under conditions of structural inequality, exclusion and discrimination, as the main victims of human rights violations. This Handbook was prepared and published with the support and assistance of the UNESCO Sector for Social and Human Sciences through its Regional Science Bureau in Montevideo and the Latin American and Caribbean Coalition of Cities against Racism, Discrimination and Xenophobia. 
Disinformation and Peacebuilding in Sub-Saharan Africa : Security Implications of AI-Altered Information Environments : Research Report Año de publicación: 2024 Autor: Eduardo Albrecht | Eleonore Fournier-Tombs | Rebecca Brubake Autor corporativo: United Nations University This report aims to further explore the way in which AI technologies as they currently stand impact peace and conflict, and what methods might be used to mitigate their adverse effects - through the development of better tools and the inclusion of peace and conflict considerations in AI governance frameworks. The report proposes the following recommendations: 1. More funding and support should be provided to civil society organization efforts to expand media literacy and fact-checking initiatives using AI tools to enhance capabilities. 2. Governments need to work with civil society to develop and implement comprehensive, transparent legal frameworks combating disinformation. These legislative measures need to support digital and media literacy campaigns and fact-checking organizations. 3. Social media companies need to expand investment and research into understanding local information environments, so they can better identify and respond to instances of disinformation in all contexts in which they operate and enhance transparency. 4. Peacebuilding organizations need to carefully consider local media ecosystems and information environments when conducting conflict analyses, and factor these dynamics into their projects' frameworks. 
Les politiques des grandes plateformes sur le discours de haine pendant la COVID-19 Año de publicación: 2021 Autor corporativo: UNESCO Montevideo Ce document fait état d’une augmentation des messages considérés comme des discours de haine sur Facebook, Twitter et YouTube, depuis l’avènement de la pandémie de COVID-19. Bien qu’inégale, cette augmentation peut être établie à partir des rapports de transparence des différentes plateformes et de la croissance enregistrée dans la modération de ces contenus à partir de mars 2020. Étant donné qu’au cours de la même période, et en conséquence des mesures d’isolement prises dans la plupart des pays du monde, les plateformes ont décidé d’accroître l’utilisation d’outils d’intelligence artificielle dans leurs processus de modération, il n’est pas possible d’être certain que cette croissance est due à une augmentation de la création et de la publication de messages ou à un changement dans les systèmes de détection qui a affecté les résultats d’une année à l’autre. 
National Consultation on the Situation of Prisons in Senegal: Improvement of the Condition of Detention, Social Integration and Prevention of Violent Extremism through Education, 23-24 May 2017, Dakar, Senegal: Report Año de publicación: 2017 Autor corporativo: UNESCO Dakar Sustainable Development Goal (SDG) 4 on education highlights the need to include our society’s most vulnerable and most margined members, such as prisoners, in order to ensure that all learners acquire the knowledge, skills, values and attitudes that are needed to build just, peaceful, and sustainable societies.The situation in Senegalese prisons is of a major concern given the overall condition of detention as well as the context of insecurity that characterizes the sector. In 2016, the country had 37 penal institutions for a total prison population of 9,422 prisoners (including pre-trial detainees and remand prisoners), of which approximately 200 were minors.1 Despite the efforts to humanize the prisons by adopting the name, “House of Arrest and Corrections” [Maison d'arrêt et de correction (MAC)] instead of the term "prison," and improving the living conditions in prisons, the fate of prisoners is not satisfactory. The reintegration promoted by Senegal's correctional facilities has largely consisted of a series of education programs, such as literacy and painting, developed by a number of organizations, but the space provided by prison administration, line Ministries, and NGOs are limited and the impact so far has been insufficient. A prison is not just a building, but it is also an instrument of rehabilitation to regain a place in society. This obviously requires the development of training, education and vocational guidance to support smooth reintegration into society.In this context, UNESCO's Dakar Regional Multi-Sectoral Office organized, in partnership with the Senegal National Commission for UNESCO and experts, a “National Consultation on the Situation of Prisons in Senegal: Improvement of the Condition of Detention, Social Integration, and Prevention of Violent Extremism through Education” in Dakar, Senegal, from 23 to 24 May 2017.