Recursos
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Global Education Monitoring Report, 2016: Planet: Education for Environmental Sustainability and Green Growth Año de publicación: 2016 Autor corporativo: UNESCO PLANET: Education for environmental sustainability and green growth, a publication taken from the full 2016 Global Education Monitoring Report, explores the knowledge and skills needed for sustainable and inclusive economic growth that does not damage our planet.This publication demonstrates how education can help people understand and respond to environmental issues and climate change. Environmental education can increase green knowledge and build sustainability practices. The publication warns that while education contributes to economic growth, education systems must be careful not to encourage unsustainable lifestyles and all learners must acquire the knowledge and skills needed to promote sustainable development.It also argues that we must continue to learn throughout our lives in order to make production and consumption sustainable, and to provide green skills for green industries. Creating green industries relies on high-skill workers with specific training, yet by 2020 there could be 40 million too few workers with tertiary education relative to demand. Higher education and research should also be oriented towards green innovation and growth; innovation depends on cooperation in higher education and investment in research and development to transform production in vast swaths of the economy.It also recognises that education must change in order to keep up with the changing face of work. Green and transferable skills should be taught in both school and the workplace. The greening of industries requires not only the production of more high-skill workers, but the continued training and education for low and medium skill workers, often on the job. “To ensure the Sustainable Development Goals are implemented, everyone involved needs to think, to work, to organise, to communicate and to report in ways that are completely different from what has been done up till now. Education truly is key to a wide appreciation not just of the SDGs but the new ways of thinking and working that are going to be necessary to fulfil them. So the challenge to all of us is to re-learn, and that does not just apply to educators, but it applies to all of us.” 
Collected: Educational Project about “Learning from Biographies” in General Sciences in Primary School Año de publicación: 2006 Autor: A. Becher Original Title: Eingesammelt: Ein Unterrichtsprojekt zum‚ “Lernen an Biographien” im Sachunterricht der Grundschule(In D. Pech, M. Rauterberg, & K. Stocklas, (Eds.). Möglichkeiten und Relevanz der Auseinandersetzung mit dem Holocaust im Sachunterricht der Grundschule, Supplement 3, pp. 17–34) The article presents a project aimed at developing suitable methods for Holocaust Education already in the German primary school. Based on Ido Abram’s three-step-program as well as Wolfgang Klafki’s critical didactics, the project has developed a biographical approach to create possibilities for identification among the students. This is tested in a 3rd grade class and is thereafter evaluated.The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Building Intercultural Citizenship through Education: A Human Rights Approach Año de publicación: 2008 Autor: Rodolfo Stavenhagen This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal and institutional human rights system. The United Nations World Conference on Human Rights, held in Vienna in 1993, endorsed a rights-based approach to development, human rights education is a growing field in educational practice, respect for cultural diversity is now enshrined in international and domestic laws, and the right of every person to education and to culture has become a mainstay of international human rights principles to which a majority of the world's states has subscribed. 
School, Identity and Discrimination Año de publicación: 2011 Autor: Néstor López Autor corporativo: UNESCO IIEP Office for Latin America and the Caribbean Education, identity and school is just one more link, within the many wills that work for full equality of opportunities. As in other publications of the Institute, the wealth of perspectives is added, which give shape to sometimes pressing realities with a demand for urgent action. The publication is a new opportunity for the voices of different interlocutors to give an account, in their countries and contexts, both of the construction of identity processes, and of their recognition and respect. This also implies raising the obstacles, the contributions and the advances, to face the challenges still pending. In each work presented here, the authors-whose participation and effort we deeply appreciate-offer sharp insights on various tasks and contexts. We wish, to conclude, that this text also contributes to the reflection on the possible courses that have been adopted or that require a deepening of the educational policies, specifically in the agendas related to the themes of this publication. Escuela, identidad y discriminación Año de publicación: 2011 Autor: Néstor López Autor corporativo: UNESCO IIEP Oficina para América Latina y el Caribe Educación, identidad y escuela es solo un eslabón más, dentro de las muchas voluntades que trabajan por la plena igualdad de oportunidades. Como en otras publicaciones del Instituto, se suma la riqueza de perspectivas, que dan forma a realidades en ocasiones acuciantes con demanda de urgente acción. La publicación supone una nueva oportunidad para que las voces de distintos interlocutores den cuenta, en sus países y contextos, tanto de la construcción de procesos identitarios, como de su reconocimiento y respeto. Ello implica también plantear los obstáculos, los aportes y los avances, para afrontar los desafíos aún pendientes. En cada trabajo que aquí se presenta, los autores –cuya participación y esfuerzo agradecemos profundamente– ofrecen agudas miradas sobre diversos quehaceres y contextos. Deseamos, para concluir, que este texto también contribuya a la reflexión sobre los posibles rumbos que se han adoptado o que requieren profundización en las políticas educativas, específicamente en las agendas vinculadas con las temáticas de esta publicación. 
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. 
Teaching the history of the Holocaust Autor corporativo: Mémorial de la Shoah | Ministère de l'Education nationale, de l'Enseignement supérieur et de la Recherche This website, hosted by the Mémorial de la Shoah and the French Ministry of Education is a perfect guide for primary or secondary teachers in their work on the Holocaust. With a collection of literature and film reviews, and an inventory of the different museums or memorials to visit, this platform encourages the educational staff to approach this issuein an interactive way such as the organization of thematic exhibitions or class-participation in national contests. 
Education and Disability: Analysis of Data from 49 Countries (UIS Information Paper No. 49) Año de publicación: 2018 Autor corporativo: UNESCO Institute for Statistics (UIS) Sustainable Development Goal (SDG) 4 calls for “inclusive and quality education for all”. Persons with a disability are among the population groups most likely to suffer from exclusion from education but data that permit an analysis of the links between disability and education remain scarce.This paper examines educational disparities linked to disability based on data from 49 countries and territories for five education indicators: Proportion of 15- to 29-year-olds who ever attended school Out-of-school rate (primary school age, lower secondary school age) Completion rate (primary education, lower secondary education) Mean years of schooling of the population 25 years and older Adult literacy rate (population 15 years and older) 
The Write for Rights: A Human Rights Education Pack Año de publicación: 2015 Autor corporativo: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages. Escribe por los derechos: Conjunto de materiales para la educacion ed derechos humanos Año de publicación: 2015 Autor corporativo: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages.