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Ensuring the right to equitable and inclusive quality Education: results of the ninth consultation of Member States on the implementation of the UNESCO Convention and Recommendation against Discrimination in Education Año de publicación: 2017 Autor corporativo: UNESCO The Convention and Recommendation against Discrimination in Education reflect UNESCO’s constitutional mission of instituting collaboration among nations to ‘advance the ideal of equality of educational opportunities without regard to race, sex, or any distinctions, economic or social.’ The purpose of these instruments, recently recognized as a cornerstone of the Education 2030 Agenda, is not only the elimination of discrimination in education, but also the adoption of concrete measures aimed at promoting equality of opportunities and treatment in this field. They cover the right to education comprehensively. The purpose of reporting is to illustrate the steps taken to implement the instruments, the progress made and the difficulties encountered by Member States. Eight Member State consultations have been conducted on the measures taken for the implementation of the 1960 Convention and Recommendation since the adoption of these instruments by the General Conference of UNESCO. Each of the consultations led to a global report containing the results of the consultation for submission to the UNESCO Executive Board’s Committee on Conventions and Recommendations and for consideration by the General Conference. 
[Summary] Accountability in Education: Meeting Our Commitments: Global Education Monitoring Report Summary, 2017/8 Año de publicación: 2017 Autor corporativo: UNESCO This summary of the 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasizes the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not. [Résumé] Rendre des Comptes en Matière Déducation: Tenir nos Engagements, Résumé du Rapport Mondial de Suivi sur l'éducation, 2017/8 Año de publicación: 2017 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) La deuxième édition du Rapport mondial de suivi sur l’éducation (Rapport GEM) présente les dernières données disponibles sur les progrès accomplis à l’échelle mondiale dans la réalisation des cibles des objectifs de développement durable des Nations Unies relatives à l’éducation.À l’heure où des centaines de millions de personnes sont encore non scolarisées et où beaucoup quittent l’école sans avoir acquis les compétences fondamentales, il est évident que les systèmes éducatifs sont bien loin d’atteindre les objectifs mondiaux. Les populations marginalisées en supportent actuellement la plupart des conséquences, mais sont également celles qui bénéficieront le plus des résultats obtenus, pour peu que les décideurs prêtent suffisamment d’attention à leurs besoins. Face à de tels défis, et compte tenu des restrictions budgétaires et de l’importance accrue accordée à la rentabilité axée sur les résultats, les pays sont à la recherche de solutions. Parmi celles-ci, une plus forte obligation de rendre des comptesarrive souvent en tête de liste.Le présent résumé du Rapport GEM 2017/2018 passe en revue les différentes approches qui existent en matière de reddition de comptes dans l’éducation, depuis les pays qui ne sont pas familiarisés avec le concept et où les violations du droit à l’éducation sont monnaie courante, jusqu’aux pays où l’obligation de rendre des comptes constitue une fin en soi et non plus un moyen de parvenir à une éducation inclusive, équitable et de qualité et un apprentissage tout au long de la vie pour tous.Le rapport souligne que l’éducation est une responsabilité partagée. Si celle-ci incombe en premier lieu aux gouvernements, tous les acteurs – établissements scolaires, enseignants, parents, élèves, organisations internationales, prestataires du secteur privé, société civile et médias – ont un rôle à jouer dans l’amélioration des systèmes éducatifs. Le rapport insiste sur l’importance de la transparence et de la disponibilité des informations, mais appelle à une utilisation prudente desdonnées. Il préconise d’éviter les systèmes de reddition de comptes qui reposent dans une trop large mesure sur une évaluation restrictive des performances et sur des sanctions punitives. Enfin, à l’heure où les outils de reddition de comptes se multiplient, le rapport démontre clairement quels sont ceux qui sont efficaces et ceux qui ne le sont pas. [Resumen] Rendir Cuentas en el Ámbito de la Educación: Cumplir Nuestros Compromisos, Resumen del Informe de Seguimiento de la Educación en el Mundo, 2017/8 Año de publicación: 2017 Autor corporativo: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) El segundo Informe de Seguimiento de la Educación en el Mundo (el Informe GEM) presenta las pruebas más recientes de los progresos alcanzados en el mundo en cuanto a la consecución de las metas relativas a la educación de los Objetivos de Desarrollo Sostenible de las Naciones Unidas.Puesto que hay centenares de millones de personas que todavía no están escolarizadas y muchas que no adquieren unas competencias mínimas en la escuela, es evidente que los sistemas educativos no llevan camino de alcanzar los objetivos mundiales. Las personas marginadas son quienes sufren actualmente la mayoría de las consecuencias, pero también son las que más se beneficiarán si los encargados de formular políticas prestan suficiente atención a sus necesidades. Ante estos retos, junto con presupuestos muy ajustados y una mayor importancia concedida a obtener rendimiento del dinero en forma de resultados, los países están buscando soluciones, entre las cuales a menudo la rendición de cuentas ocupa el primer lugar.Este resumen del Informe GEM 2017/18 muestra todos los diversos enfoques de la rendición de cuentas en el ámbito de la educación. Abarca desde los países que no están acostumbrados al concepto, en los que no se cuestionan las violaciones del derecho a la educación, hasta aquellos en los que la rendición de cuentas se ha convertido en un fin en sí misma, en lugar de un medio para alcanzar una educación y un aprendizaje a lo largo de toda la vida para todos que sean inclusivos, equitativos y de gran calidad.En el informe se recalca que la educación es una responsabilidad compartida.Aunque son los gobiernos los principales responsables de ella, a todos los actores – las escuelas, los docentes, los padres, los estudiantes, las organizaciones internacionales, los prestatarios del sector privado, la sociedad civil y los medios de comunicación – les corresponde desempeñar un papel en la mejora de los sistemas educativos. El informe recalca la importancia de la transparencia y la disponibilidad de la información, pero exhorta a manejar con prudencia los datos. Explica por qué debemos evitar unos sistemas de rendición de cuentas que den una importancia desproporcionada a unos resultados definidos de manera demasiado restringida y a sanciones punitivas. En una época en la que existen y se emplean múltiples instrumentos para rendir cuentas, el informe demuestra palmariamente con pruebas empíricas cuáles funcionan y cuáles no dan buenos resultados. 
The Green office model: making universities more sustainable Año de publicación: 2016 Autor: Roman Lehnhof | Cathy Nolan Autor corporativo: UNESCO ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staffs and integrating sustainability into university’s teaching and research. Le Modèle du bureau vert: faire des universités des lieux de développement plus durable Año de publicación: 2016 Autor: Roman Lehnhof | Cathy Nolan Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staff and integrating sustainability into university’s teaching and research El Modelo de la oficina de sostenibilidad: construyendo unas universidades más sostenibles Año de publicación: 2016 Autor: Roman Lehnhof | Cathy Nolan Autor corporativo: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staff and integrating sustainability into university’s teaching and research 
Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years Año de publicación: 2011 Autor: Jessica Ball Autor corporativo: UNESCO This literature review discusses mother tongue based bilingual or multilingual education for children starting in early childhood. The report: (1) informs policy-makers of existing research and practices in mother-tongue instruction in early childhood and early primary school years; and (2) raises awareness of the value of maintaining the world’s languages and cultures by promoting and resourcing mother tongue-based education for young children. This analysis of current literature is framed within UNESCO’s mandate and strong commitment to quality education for all and to cultural and linguistic diversity in education (UNESCO, 2003a). This discussion is especially timely, given the slow and uneven progress (UNESCO, 2000) in meeting international targets for universal education articulated in the Education for All Goals 1 (ECCE), Goal 2 (Primary Education), and Goal 6 (Quality of Education) (World Declaration on Education for All, 1990).1 Impetus for the current report is provided by the UNESCO (2008a) ‘Global Monitoring Report on Education for All: Will we make it?’ The 2008 GMR report calls for unwavering political will to ensure that education from early childhood onwards is a priority of national governments, civil society and the private sector in order to ensure educational inclusion for the 72 million children out of school and to reduce the numbers of young learners who leave school without acquiring essential skills and knowledge. The report calls for increased investments in the provision of pre-primary education for children aged 3 and above, and for policy measures to provide care and education to children below age 3. UNESCO (2007a) emphasizes the role of early childhood care and development in laying the foundation for learning and setting the stage for successful engagement in formal education. UNESCO has encouraged mother tongue instruction in early childhood and primary education since 1953 (UNESCO, 1953). Yet, monolingualism in official or dominant languages is still the norm around the world (Arnold, Bartlett, Gowani, & Merali, 2006; Wolff & Ekkehard, 2000). In its report, ‘Strong Foundations: Early Childhood Care and Education’, UNESCO (2007a) points out the overlooked advantages of multilingual education in the early years. When children are offered opportunities to learn in their mother tongue, they are more likely to enrol and succeed in school (Kosonen, 2005) and their parents are more likely to communicate with teachers and participate in their children’s learning (Benson, 2002). Mother tongue based education especially benefits disadvantaged groups, including children from rural communities (Hovens, 2002), and girls, who tend to have less exposure to an official language and tend to stay in school longer, achieve better, and repeat grades less oft en when they are taught in their mother tongue (UNESCO Bangkok, 2005). Renforcer l'apprentissage des enfants issus de milieux linguistiques diverses: basée sur la promotion de l'enseignement en langue maternelle ou de l'éducation bilingue multilingue Año de publicación: 2011 Autor: Jessica Ball Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Cette revue de la littérature aborde la langue maternelle basée éducation bilingue ou multilingue pour les enfants à partir de la petite enfance. Le rapport: (1) informe les décideurs de la recherche et des pratiques en enseignement en langue maternelle dans la petite enfance et les premières années de l'école primaire existante; et (2) soulève conscience de la valeur du maintien des langues et des cultures du monde par la promotion et de ressourcement mère éducation fondée sur la langue, pour les jeunes enfants. Cette analyse de la littérature actuelle est encadrée au sein de l'UNESCO mandat et engagement fort à l'éducation de qualité pour tous et à la diversité culturelle et linguistique dans l'éducation (UNESCO, 2003a). Cette discussion est particulièrement opportune, compte tenu des progrès lents et inégaux (UNESCO, 2000) pour atteindre les objectifs internationaux pour l'Éducation Universelle énoncée dans l'Éducation Pour Tous les Objectifs 1, Objectifs 2 (enseignement primaire), et Objectifs 6 (qualité de l'éducation ) (déclaration mondiale sur l'éducation pour tous, 1990) .1 Impetus pour le rapport actuel est fourni par l'UNESCO (2008a) «Rapport mondial de suivi sur l'éducation pour tous: Allons-nous faire?» le rapport GMR 2008 appelle à une volonté politique sans faille veiller à ce que l'éducation de la petite enfance est en avant une priorité des gouvernements nationaux, la société civile et le secteur privé afin d'assurer l'insertion scolaire pour les 72 millions d'enfants de l'école et de réduire le nombre de jeunes apprenants qui quittent l'école sans avoir acquis les compétences essentielles et de la connaissance. 
Panorámica regional: América Latina y el Caribe Año de publicación: 2011 Autor corporativo: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) The past decade has seen mixed progress towards Education for All (EFA) in Latin America and the Caribbean. More children are participating in pre-school education, many countries have achieved universal primary education and more students are moving from primary to secondary education. Gender parity has been achieved at the primary level in the majority of countries and adult literacy rates are improving. The region invests a relatively high share of national income in education and external aid to basic education has increased in recent years. However, challenges remain. The Caribbean has seen a decline by nearly one-tenth in primary enrolment ratios and 2.9 million children were not enrolled in school in the region as a whole in 2008. Some 36 million adults are still illiterate and levels of learning achievement are low in many countries. The 2011 EFA Global Monitoring Report puts the spotlight on armed conflict and one of its most damaging yet least reported consequences: its impact on education. Conflict-affected states have some of the world’s worst indicators for education. The Report documents the scale of this hidden crisis in education, looks at its underlying causes and explores the links between armed conflict and education. It also presents recommendations to address identified failures that contribute to the hidden crisis. It calls on governments to demonstrate greater resolve in combating the culture of impunity surrounding attacks on schoolchildren and schools, sets out an agenda for fixing the international aid architecture and identifies strategies for strengthening the role of education in peacebuilding.