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Déclaration d'Incheon: Education 2030: Vers une éducation inclusive de qualité et équitable et de l'apprentissage à vie pour tous Año de publicación: 2015 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) La ‘Déclaration de Incheon: Education 2030: Vers une éducation inclusive de qualité et équitable et l'apprentissage continu pour tous’ a été signé et adopté à la fin du Forum Mondial sur l'Éducation 2015 (FME 2015) par plus de 130 ministres de l'éducation et plus de 1500 participants. La Déclaration marque une étape importante dans le développement de la politique de l'éducation internationale, continue l'Education pour tous (EPT) a commencé à Jomtien en 1990 et formalisé à Dakar en 2000. La Déclaration réaffirme également l'engagement de réaliser le SDG4, ‘Assurer inclusivement l'éducation équitable de la qualité et promouvoir les possibilités d'apprentissage continu pour tous’ et la volonté d'investir des efforts sur l'accès, l'équité et l'inclusion, la qualité des résultats et de l'apprentissage, dans une approche de l'apprentissage continu. 
共 鸣文化多样性 ─ 发展之路 Año de publicación: 2011 Autor corporativo: UNESCO This founding text was the first to acknowledge cultural diversity as “the common heritage of humanity”. It is with great pride that UNESCO is commemorating the 10th anniversary of the Declaration. Commemorate – from the Latin cum memorare – means quite literally “to remember together” or “to remember with”. This collection is compiled the voices of all those who have contributed to the heightening of human awareness by throwing into relief the inestimable value of cultural diversity. These excerpts from books, articles and statements by global intellectual and political leaders, artists and Nobel Prize-winners all call for the safeguarding of cultural diversity, which is inseparable from respect for human dignity. Their voices resound in bearing witness to the strength of cultural diversity and to its capacity to enlighten the minds of women and men. We are duty-bound to ensure that it is central to public policies and a resource for development and dialogue among nations. The United Nations was born of the determination of men and women “to save succeeding generations from the scourge of war...”. In accordance with that principle, UNESCO was established on a key idea, expressed at the very beginning of its Constitution: “... since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”. In the world today, globalized, connected and interdependent as never before, this mission is more vital than ever. The rapprochement of peoples and cultures requires a commensurately global awareness. Cultural diversity has always been at the heart of international relations. It is also, increasingly, a feature of the contemporary mixed and plural societies in which we live. In view of this reality, we must formulate appropriate public policies and rethink the mechanisms of social cohesion and civic participation. How can we build common ground on the basis of such diversity? How can we construct genuine moral and intellectual solidarity of humanity? Any new vision of humanism must be grounded itself in the dynamism and diversity of cultural heritage. It is a source of inspiration and knowledge to be shared and a means of broadening our horizons. The goal of the UNESCO Universal Declaration on Cultural Diversity is to provide keys and benchmarks for capitalizing on this wealth. There can be no sustainable governance if cultural diversity is not acknowledged. There can be no economic and social development if specific features of every culture are belittled and ignored. Educación para Todos (EPT) en América Latina y el Caribe: Balance y Desafíos post-2015, 30-31 de Octubre del 2014, Lima, Perú: Declaración de Lima Año de publicación: 2014 Autor corporativo: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) The Ministers of Education of Latin America and the Carribean (LAC), high-level government officials, UN agencies, representatives of civil society organizations and development partners, gathered at th meeting on "Education for All (EFA) in Latin America and the Carribean: Assessment of progress and post-2015 challenges", in Lima, Peru, from 30 to 31 October 2014. Having deliberated on progress towards EFA in the region, the Muscat Agreement adopted at the Global EFA Meeting (GEM) in Muscat, Oman, 12-14 May 2014, and the outcome document of the UN General Assembly Open Working Group for Sustainable Development Goals, and having examined the unfinished EFA tasks in the region, as well as the challenges and priorities that will configure the post-2015 education agenda for the region, the Lima Statement was adopted. L'Education pour tous (EPT) en Amérique latine et dans les Caraïbes: Évaluation des Progrès et Enjeux de l'après-2015, 30-31 Octobre 2014, Lima, Pérou: Déclaration de Lima Año de publicación: 2014 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The Ministers of Education of Latin America and the Carribean (LAC), high-level government officials, UN agencies, representatives of civil society organizations and development partners, gathered at th meeting on "Education for All (EFA) in Latin America and the Carribean: Assessment of progress and post-2015 challenges", in Lima, Peru, from 30 to 31 October 2014. Having deliberated on progress towards EFA in the region, the Muscat Agreement adopted at the Global EFA Meeting (GEM) in Muscat, Oman, 12-14 May 2014, and the outcome document of the UN General Assembly Open Working Group for Sustainable Development Goals, and having examined the unfinished EFA tasks in the region, as well as the challenges and priorities that will configure the post-2015 education agenda for the region, the Lima Statement was adopted. Education for All (EFA) in Latin America and the Caribbean: Assessment of Progress and Post-2015 Challenges, 30-31 October 2014, Lima, Peru: Lima Statement Año de publicación: 2014 Autor corporativo: UNESCO The Ministers of Education of Latin America and the Carribean (LAC), high-level government officials, UN agencies, representatives of civil society organizations and development partners, gathered at th meeting on "Education for All (EFA) in Latin America and the Carribean: Assessment of progress and post-2015 challenges", in Lima, Peru, from 30 to 31 October 2014. Having deliberated on progress towards EFA in the region, the Muscat Agreement adopted at the Global EFA Meeting (GEM) in Muscat, Oman, 12-14 May 2014, and the outcome document of the UN General Assembly Open Working Group for Sustainable Development Goals, and having examined the unfinished EFA tasks in the region, as well as the challenges and priorities that will configure the post-2015 education agenda for the region, the Lima Statement was adopted. Education for All (EFA) in Latin America and the Caribbean: Assessment of Progress and Post-2015 Challenges, 30-31 October 2014, Lima, Peru: Lima Statement Año de publicación: 2014 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Les ministres de l'éducation de l'Amérique latine et les Caraïbes (ALC), les responsables gouvernementaux de haut niveau, les organismes de l’ONU, des représentants d'organisations de la société civile et les partenaires au développement, réunis à e réunion sur "l'Éducation Pour Tous (EPT) en Amérique latine et les Caraïbes : évaluation des progrès et des défis de l'après-2015 ", à Lima, Pérou, du 30 au 31 Octobre 2014. après en avoir délibéré sur les progrès vers l'EPT dans la région, l'accord Muscat adopté lors de la Réunion Mondiale sur l'EPT (RME) à Muscat, Oman, 12-14 mai 2014, et le document final du Groupe de travail à composition Assemblée générale de l'ONU pour les objectifs de développement durable, et après avoir examiné les tâches inachevées de l'EPT dans la région, ainsi que les défis et les priorités qui configureront l'ordre du jour de l'éducation post-2015 pour la région, la Déclaration de Lima a été adopté. Programme d'action de l'UNESCO: pour une culture de la paix et de la non-violence, une vision en action Año de publicación: 2013 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This document builds upon the experience and resources of the Intersectoral Platform for a Culture of Peace and Non-Violence and has benefited from the contribution of Professor Arjun Appadurai. This document shows the UNESCO's mission; Buidling the defences of peace in the minds of men and women and Culture of peace and Non-violence which is positive values, attitudes and behaviours for everyday peace. This document pointed out today's multiple crisis, and then introduced the programme of action on a culture of peace and non-violence. After drew the UNESCO's strategies, UNESCO's peace activities were followed. 
UNESCO's programme of action: culture of peace and non-violence, a vision in action Año de publicación: 2013 Autor corporativo: UNESCO This document builds upon the experience and resources of the Intersectoral Platform for a Culture of Peace and Non-Violence and has benefited from the contribution of Professor Arjun Appadurai. This document shows the UNESCO's mission; Buidling the defences of peace in the minds of men and women and Culture of peace and Non-violence which is positive values, attitudes and behaviours for everyday peace. This document pointed out today's multiple crisis, and then introduced the programme of action on a culture of peace and non-violence. After drew the UNESCO's strategies, UNESCO's peace activities were followed. UNESCO's programme of action: culture of peace and non-violence, a vision in action Año de publicación: 2013 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce document se fonde sur l'expérience et les ressources de la plate-forme intersectorielle pour une Culture de la Paix et la non-violence et a bénéficié de la contribution du Professeur Arjun Appadurai. Ce document montre la mission de l'UNESCO; Buidling Construire les défenses de la paix dans l'esprit des hommes et des femmes et la culture de la paix et de non-violence qui est des valeurs positives, les attitudes et les comportements pour la paix tous les jours. Ce document a souligné multiples crises d'aujourd'hui, et a ensuite présenté le programme d'action sur une culture de paix et de non-violence. Après les stratégies de l'UNESCO, les activités de paix de l'UNESCO ont été suivies. 
Strong foundations for gender equality in early childhood care and education: advocacy brief Año de publicación: 2007 Autor corporativo: UNESCO The term Early Childhood Care and Education (ECCE) refers to services for children from birth to eight years of age. These include educating parents in how to care for their children and help them learn, as well as providing community-run and formal preschool programmes for pre-primary school-aged boys and girls. Given the varying needs of children from birth to eight years, educators have found it best to have different policies and strategies for children below and above three years of age. This brief focuses on the gender issues in the services provided for children who are three years of age or older in the Asia-Pacific region. Its scope is informed by UNESCO's commitment to holistic pre-primary services for this age group. The goal is to provide early childhood education that helps girls and boys succeed in primary school and in learning throughout their lives. The brief starts by looking into the growth of ECCE in the Asia-Pacific region and what is driving this growth. It explores why gender responsiveness is important in early childhood education, gives practical examples of what this looks like, and discusses the challenges of providing ECCE that equally values and benefits each girl and each boy. Flowing from this, the brief concludes with recommendations on how to make ECCE more gender responsive