Recursos
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Regarder la réalité en face: pourquoi faut-il promouvoir l'éducation complète à la sexualité Año de publicación: 2019 Autor: Global Education Monitoring Report Team Autor corporativo: UNESCO L'éducation complète à la sexualité est un élément indispensable d'une éducation de qualité qui aide les jeunes à s'épanouir dans un monde en mutation. Elle améliore les résultats en matière de santé sexuelle et reproductive, crée les conditions d'un apprentissage sûr et équitable du point de vue du genre, élargit l'accès à l'éducation et améliore les résultats scolaires. Ce document d'orientation, préparé avec la section de la santé et de l'éducation de l'UNESCO, explique comment les gouvernements peuvent surmonter les résistances sociales et les contraintes opérationnelles pour amplifier ces programmes, conformément à leur engagement envers l'ODD 4, l'objectif mondial d'éducation. 
4th Meeting of the SDG-Education 2030 Steering Committee, Paris, 28 February-02 March 2018: meeting report Año de publicación: 2018 Autor corporativo: UNESCO This report summarizes the deliberations, the main recommendations adopted, and the decisions made at the 4th meeting of the SDG-Education 2030 Steering Committee (Paris, 28 February - 2 March 2018).The objectives of the meeting were: To define positions and recommendations of the SDG-Education 2030 Steering Committee on key strategic areas. To agree on a strategy for global review, monitoring and reporting process, in view of HLPF 2018 and the 2019 Reviews. To refine the advocacy, communication and outreach strategy of the SDG-Education 2030 Steering Committee To define next steps for the SDG-Education 2030 Steering Committee (next meeting, rotation of members, and the Global Education Meeting 2018). 
2018 국가 지속가능성 보고서 Año de publicación: 2018 Autor corporativo: 대한민국 환경부 지속가능발전위원회 본 보고서는 「지속가능발전법」 제14조에 따라 작성된 것으로, 2018년도 국가 지속가능성 보고서이다. 「지속가능발전법 시행령」에 규정된 국가 이행계획 (지속가능발전 기본계획) 추진상황 점검결과, 국가 지속가능발전 지표에 따른 국가지속가능성 평가 결과, 향후 개선 과제 및 정책 방향 등의 내용을 포함하고 있다. 
Progress on the Sustainable Development Goals: The gender snapshot 2019 Año de publicación: 2019 Autor corporativo: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) This publication was created to inform those discussions, by bringing together the latest available evidence on gender equality across all 17 Goals, underscoring the progress made as well as the action still needed to accelerate progress. 
Women in politics: 2019 Año de publicación: 2019 Autor corporativo: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | Inter-Parliamentary Union (IPU) The “Women in politics: 2019” map, created by the Inter-Parliamentary Union (IPU) and UN Women, depicts global rankings for women in the executive and parliamentary branches of government as of 1 January 2019. The map shows progress towards gender equality in these areas at regional and national levels. Quatrième Réunion du Comité directeur ODD-Education 2030, Paris, 28 février-02 mars 2018: rapport de la reunion Año de publicación: 2018 Autor corporativo: UNESCO Le présent rapport résume les débats qui ont eu lieu lors de la quatrième réunion du Comité directeur ODD – Éducation 2030 (Paris, 28 février – 2 mars 2018) et reprend les principales recommandations et décisions adoptées.La réunion s’était fixé les objectifs suivants : Définir les positions et les recommandations du Comité directeur ODD – Éducation 2030 dans des domaines stratégiques clés. Convenir d’une stratégie globale portant sur le processus d’examen, de suivi et d’établissement de rapports en vue de l’examen du HLPF 2018 et 2019. Affiner la stratégie du Comité directeur ODD – Éducation 2030 en matière de plaidoyer, de communication et de sensibilisation. Définir les prochaines étapes du Comité directeur ODD – Éducation 2030 (prochaine réunion, renouvellement des membres et Réunion mondiale sur l’éducation 2018). 
Making evaluation work for the achievement of SDG 4 target 5: equality and inclusion in Education Año de publicación: 2019 Autor corporativo: UNESCO The adoption of the Sustainable Development Goals (SDGs) and the Education 2030 Framework for Action has placed gender parity, equality and inclusion in education at the heart of the international development agenda and is specifically formulated in SDG 4 Target 5. Now, as never before, relevant and contextualised evidence, driven in part by robust evaluation data, is needed to track and strengthen progress on educational equity. To this end, a group of international organisations, led by UNESCO, have combined efforts to explore how their education evaluations can better support Member States to strengthen progress on gender parity, equality and inclusion in education. The following report synthesises evidence from publicly available independent evaluations from 13 organisations, highlighting evidence gaps and summarising ‘what works’ for whom and in what contexts for advancing gender equality and equity for vulnerable groups. The study also reports on responses to the synthesis from national stakeholders in five countries: Ghana, Guatemala, Lebanon, Nepal and Peru. The report culminates in a discussion and recommendations, which outline the need for greater coordination and collaboration in four key areas to further enhance the contribution of evaluations to global and country level progress on SDG 4 Target 5. 
[Video] UNESCO - Futures of Education: Learning to Become Año de publicación: 2019 Autor corporativo: UNESCO UNESCO’s Futures of Education initiative aims to rethink how knowledge and learning can shape the future of humanity and the planet. Looking to 2050 and beyond, the initiative seeks to reimagine how education and knowledge can contribute to the global common good. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. This initiative mobilizes the many rich ways of being and knowing in order to leverage humanity’s collective intelligence. It relies on a broad, open consultative process that involves youth, educators, civil society, governments, business and other stakeholders. The work is being guided by a high-level International Commission of thought-leaders from diverse fields and different regions of the world. In late 2021, the commission will publish a global report designed to share a forward looking vision on how education and learning can enable us to become what we want to become. 
[Video] We must act now - for people and our planet Año de publicación: 2019 Autor corporativo: UN. Department of Economic and Social Affairs (UN. DESA) The world is facing challenges of an unprecedented nature. A polarized political landscape, worrisome signs of a global economic slow-down, growing inequalities, conflicts and a global environmental crisis. The evidence is clear: we must act now. The international community has a brief window of opportunity to accelerate action, using the plan in place to achieve a positive outcome for everyone: the 2030 Agenda for Sustainable Development and its 17 transformative Sustainable Development Goals (SDGs). 
Be a buddy, not a bully: experiences of sexual and gender minority youth in Tamil Nadu schools Año de publicación: 2019 Autor: Menon C. Sunil, Chakrapani. Venkatesan, Jadav. Sarita Autor corporativo: UNESCO New Delhi We at UNESCO recognize that no country can achieve Sustainable Development Goal 4 - to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - if students are discriminated against or experience violence because of their actual or perceived sexual orientation and gender identity. This study conducted under the overall guidance of the School Education Department, Government of Tamil Nadu highlights our shared commitment to prevent and address bullying in educational institutions. We are confident that this report will be an effective tool for evidence based advocacy with school education departments and go a long way in promoting a comprehensive education sector response to SOGIE-based bullying, which includes enabling policy environments; inclusive curriculum and learning materials; professional development programmes for teachers and other school staff; support for learners including awarenessraising activities; and an overall school environment that is safe, nonviolent and that understands and appreciates diversity.