Recursos
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La Educación para Todos, 2000-2015: logros y desafíos, informe de seguimiento de la EPT en el mundo, 2015: youth version Año de publicación: 2015 Autor corporativo: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. 
Historical efforts to implement the UNESCO 1974 Recommendation on Education in light of 3 SDGs Targets Año de publicación: 2017 Autor corporativo: UNESCO This paper presents an analytical overview of historical efforts by Member States of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to implement the 1974 Recommendation concerning education for international understanding, cooperation and peace education relating to human rights and fundamental freedoms. The author of the review was hired in April 2016 to undertake an analysis of Member States’ progress reports submitted for the fourth (2008) and fifth (2012) consultations on implementation of the 1974 Recommendation. The main purpose of the review was to provide a historical overview of efforts to achieve Sustainable Development Goal (SDG) Targets 4.7, 12.8 and 13.3 and their proposed measurement indicators, based on states’ historical reporting on the Recommendation. A total of 94 country reports were reviewed for the exercise: 37 from the 4th Consultation (2008); and 57 from the 5th Consultation (2012). The coding involved retrofitting the content of reportsto conceptsthat may have been developed at a later date for the Sustainable Development Agenda and coding for data that was not explicitly requested in the Consultations. Following the coding, a quantitative and qualitative analysis was undertaken and is presented in the following report. 
Peace: building sustainable peace and global citizenship through education;Global education monitoring report summary 2016 Año de publicación: 2017 Autor corporativo: UNESCO The 2016 GEM Report, the first of a new 15-year series, shows that education will not deliver its full potential to catapult the world forward unless rates of improvement dramatically shift, and education systems consider sustainable development in the way services are delivered. This Peace: Building sustainable peace and global citizenship through education publication is a select extract from the full 2016 Global Education Monitoring (GEM) Report: Education for people and planet: Creating sustainable futures for all. It contains two chapters from that full Report – one on peace, political participation and access to justice and the other on education for global citizenship and sustainable development — , along with the associated policy recommendations and a short section of a recent GEM Report Policy Paper Textbooks pave the way to sustainable development. 
Citizenship and Culture of Peace in Educational Reform Año de publicación: 2005 Autor: Raúl Zepeda López, María del Rosario Toj, Edgar Florencio Montúfar Autor corporativo: UNESCO The concern raised by the themes and contents of civic education and the culture of peace in childhood and youth are issues that are felt in various academic sectors, in social organizations and educational authorities that sometimes translate into articles in the media, where, among other things, one speaks of "the loss of values", generally having as reference to the young generations and making invisible that this loss is mainly present in the adult generations, which are responsible for this situation. These concerns, in spite of that conscious ambiguity, are not gratuitous. They can be a starting point to become aware of the need to develop new capacities and values, the absence of which young Latin Americans identify in their political and social leaders, as has been pointed out in cited studies, carried out by UNICEF for Latin America and for Beatriz de Cazali for Guatemala. The need to respond to this concern is also present in the participants in the dialogues and municipal consensus (2000), as well as among authorities and curriculum developers of MINEDUC in the last five-years. Ciudadanía y cultura de paz en la reforma educativa Año de publicación: 2005 Autor: Raúl Zepeda López, María del Rosario Toj, Edgar Florencio Montúfar Autor corporativo: UNESCO La preocupación planteada por los temas y contenidos de la formación ciudadana y la cultura de paz en la niñez y la juventud son cuestiones sentidas en diversos sectores académicos, en organizaciones sociales y autoridades educativas que algunas veces se traducen en sendos artículos en los medios de comunicación en donde, entre otras cosas, se habla de “la pérdida de valores” a secas, generalmente teniendo como referencia a las jóvenes generaciones e invisibilizando que esta pérdida principalmente está presente en las generaciones adultas, las cuales son responsables de esta situación. Estas inquietudes, a pesar de aquella consciente ambigüedad, no son gratuitas. Pueden ser punto de partida para tomar conciencia de la necesidad de desarrollo de nuevas capacidades y valores, cuya ausencia, los jóvenes latinoamericanos identifican en sus dirigentes políticos y sociales, como ha quedado antes señalado en estudios citados, realizados por UNICEF para América Latina y por Beatriz de Cazali para Guatemala. La necesidad de responder a esta preocupación está presente, además, en los participantes en los diálogos y consensos municipales (2000), así como entre autoridades y curriculistas del MINEDUC en los últimos quinquenios. 
Implementing the Right to Education: a Compendium of Practical Examples Año de publicación: 2016 Autor corporativo: UNESCO This publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the UNESCO Convention and Recommendation against Discrimination in Education. These examples are taken from national reports submitted to UNESCO for the Eighth Consultation of Member States on the implementation of these two international standard-setting instruments. The Convention and the Recommendation celebrated their fi fty-fi fth anniversary in 2015. Both express the fundamental principles of non-discrimination and equality of educational opportunities enshrined in UNESCO’'s Constitution. Since these fundamental principles were essential in the process of Education for All, the instruments have naturally become the cornerstone of this important domain.The Education 2030 development agenda will provide further opportunity to mobilise the Convention and the Recommendation in guiding Member States in the effective realization of the right to education. This compendium seeks to provide an overview of promising measures taken to ensure equality of educational opportunities and non-discrimination, while also serving as a tool for information sharing and advocacy in connection with the right to education. 
Regional overview: Central and Eastern Europe and Central Asia Año de publicación: 2015 Autor corporativo: UNESCO Central and Eastern Europe (CEE) and Central Asia (CA) have both made significant advances towards Education for All (EFA) since 1999. However, the 2015 EFA Global Monitoring Report shows that despite progress, Education For All remains unfinished business, including in Central and Eastern Europe and in Central Asia. This must be taken into account in the post-2015 agenda. Региональный обзор: Центральная и Восточная Европа и Центральная Азия Año de publicación: 2015 Autor corporativo: UNESCO В настоящем региональном обзоре, где рассматривается прогресс, достигнутый с 2000 г., кратко излагаются ответы на важнейшие вопросы, которым посвящен Всемирный доклад по мониторингу (ВДМ) ОДВ за 2015 г. В ВДМ за 2015 г. показано, что, несмотря на прогресс, цели образования для всех еще не до конца достигнуты, в том числе в Центральной и Восточной Европе и Центральной Азии. 这是我们的2015 教育回望#EduVerdict 你的呢？ Año de publicación: 2015 Autor corporativo: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. 
Analysis of Determinants of a Measure of Sustainability Literacy Año de publicación: 2017 Autor: Aurélien Decamps Autor corporativo: UNESCO This paper highlights the contribution of the Sulitest to analyse the determinants of sustainability literacy in higher education. Sulitest is an open online training and assessment tool designed to assess and improve sustainability literacy. It is a multi-stakeholder initiative supported by several UN agencies and academic networks. Based on collaboration through the volunteer contribution of an international community, this tool aims to be internationally recognized and locally relevant by addressing global as well as local issues. With a growing community of more than 500 higher education institutions and other organizations from more than 50 countries, Sulitest begins to be recognized as a standard to assess and improve sustainability literacy. As the use of the tool is expanding, the data collected provides tangible indicators to map the current level of sustainability literacy and to monitor progress over time.