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Holocaust Education in a Global Context: Report Año de publicación: 2013 Autor corporativo: UNESCO Teaching and learning about the Holocaust, which until this point had largely been a matter of regional interest, for Europeans, as well as North Americans and Israelis, became officially an issue of universal concern. Other countries are now invited to teach about the Holocaust even if they do not have a direct link to the event. This raises many issues concerning the pedagogical implications of this global perspective on Holocaust education. Why and how is the Holocaust taught in countries that have no connections with the genocide and the history of the Jewish people? How does this history connect and resonate with the preoccupations of these countries? Generally speaking, what could be the purposes and the benefits of teaching about the Holocaust globally?In order to address these issues, UNESCO organized an experts-meeting on 27 April 2012, in partnership with the Topography of Terror Foundation (Berlin, Germany). The purpose was specifically to clarify the following questions: What are the current trends of Holocaust education worldwide? How can the Holocaust be studied in a comparative fashion in the classroom? In which ways does Holocaust education contribute to the prevention of genocide? Furthermore, how is it taught in a human rights education perspective? Can the Holocaust provide a suitable framework to address other traumatic events of the past? 
Long Walk of Peace: Towards a Culture of Prevention Año de publicación: 2018 Autor corporativo: UNESCO How can the United Nations best address the imperatives of peace? Long Walk of Peace presents a fresh review of the conceptual and practical approaches to peace since the creation of the UN. Through an in-depth theoretical analysis, combined with a presentation of innovative practices across 32 UN bodies, it explores the long, steady haul towards peace and provides inspiration for the way forward.This book represents the collaborative efforts of scholars, experts and UN staff from a wide range of backgrounds. Long Walk of Peace, through its conceptual history and robust analysis, shows that peace is a dynamic process and a continuous journey of discovery. Thereby, the book provides a unique understanding of the emerging priorities of ‘sustaining peace’ and promoting ‘a culture of prevention’.As such it is an expression of UNESCO’s mandate to serve as a laboratory of ideas and thereby help advance the imperatives underscored by Agenda 2030. 
Universities: Increasingly Global Players Año de publicación: 2015 Autor: Patrick Aebischer Autor corporativo: UNESCO The role of science, technology and innovation has been explicitly recognized as a vital driver of sustainability. This paper addresses Des Universités de plus en plus tournés vers l'international Año de publicación: 2015 Autor: Patrick Aebischer Autor corporativo: UNESCO The role of science, technology and innovation has been explicitly recognized as a vital driver of sustainability. This paper addresses 
UNESCO 2017: Annual Report 2017 Año de publicación: 2018 Autor corporativo: UNESCO This Annual Report takes stock of these actions and many others, undertaken during the mandate of the former Director-General, Irina Bokova, to whom I wish to pay tribute. The Report also reflects the professionalism and expertise of the Organization’s staff working across the world, and translating the 2030 Agenda for Sustainable Development’s Goals into action. The Report features UNESCO’s commitment to provide a world of justice, peace and sustainable development.Guided by the ideals of peace and progress, UNESCO represents a powerful force for transformation in the face of today’s challenges. It is also well-placed to share our wide-ranging experience and formulate the innovative ideas that the world currently needs, bearing in mind specific conditions on the ground and the need to respect local history and culture. Rapport UNESCO 2017 Año de publicación: 2018 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce rapport annuel dresse le bilan de ces actions et de nombreuses autres, engagées par la précédente Directrice générale, Irina Bokova, à qui je souhaite rendre hommage. Il reflète également le professionnalisme et l’expertise du personnel de l’UNESCO dans le monde entier, traduisant en actions les objectifs du Programme de développement durable à l’horizon 2030. Il met en mots et en images leur engagement pour construire un monde de justice, de développement durable et de paix.Guidée par les idéaux de paix et de progrès, l’UNESCO représente une puissante force de transformation face aux défis du monde contemporain. Elle est aussi le lieu par excellence pour partager la pluralité des expériences et faire naître les idées novatrices dont le monde a besoin – en tenant compte des spécificités du terrain, dans le respect des histoires et des cultures particulières. 
ملخص التقرير العالمي لرصد التعليم 2020: التعليم الشامل للجميع; الجميع بال استثناء Año de publicación: 2020 Autor corporativo: UNESCO | Global Education Monitoring Report Team ينظر التقرير العالمي لرصد التعليم لعام 2020 في اآلليات االجتماعية واالقتصادية والثقافية التي تميز ضد األطفال والشباب والبالغين المحرومين، مما يحرمهم من التعليم أو يجعلهم مهمشين فيه. وبفضل حافز التزامها بإعمال الحق في التعليم الشامل، تعمل البلدان على توسيع نطاق رؤيتها للتعليم الشامل بإدراج التنوع في صلب ً ما يتعثر تنفيذ القوانين والسياسات الهادفة التي تنطوي نظمها التعليمية. لكن غالبا على نوايا حسنة. ويرى التقرير الذي صدر في بداية عقد العمل حتى عام 2030 ، وفي خضم األزمة الناجمة عن جائحة كوفيد-19 ،التي أسفرت عن تفاقم أوجه عدم ً أمام ً حقيقيا المساواة الكامنة، أن مقاومة تلبية احتياجات كل متعلم تشكل تهديدا تحقيق أهداف التعليم العالمية. 全球教育监测报告摘要 2020: 包容与教育; 覆盖全民，缺一不可 Año de publicación: 2020 Autor corporativo: UNESCO | Global Education Monitoring Report Team 2020年《全球教育监测报告》分析了歧视弱势儿童、青年和成人、将 其排除在教育之外或是在教育领域内使其边缘化的社会、经济和文化机 制。各国承诺落实民众享有包容性教育的权利，并以此为鞭策，努力拓 展对于教育包容性的认识，将多样性作为教育系统的核心。然而，出于 良好意愿的法律和政策在实施过程中往往举步维艰。本报告发布于迈向 2030年目标的十年行动之初，仍在肆虐的2019冠状病毒病危机加剧了深 层次的不平等问题，报告认为对满足每名学习者需求的抵触，是对实现 全球教育目标的真正威胁。 
Country Progress on Climate Change Education, Training and Public Awareness: An Analysis of Country Submissions Under the United Nations Framework Convention on Climate Change Año de publicación: 2019 Autor corporativo: UNESCO Since its entry into force, the 1992 United Nations Framework Convention on Climate Change (UNFCCC) in Article 6 has recognised the importance of ‘education, training and public awareness’ in mitigating ‘dangerous human interference with the climate system’. Article 12 of the Paris Agreement (2015) reaffirms this recognition.This document provides a status report on the implementation of climate change education in countries. It outlines key findings from an analysis of country submissions to the UNFCCC Secretariat as part of UNFCCC reporting processes and highlights achievements and remaining gaps in the area of climate change education.The analysis shows that almost all countries include some reference to climate change education in their country submissions under the UNFCCC reporting processes. This shows a certain level of commitment, which provides a good basis to further scale up educational responses to climate change. However, important gaps remain. Addressing them will be crucial in order to fully mobilize the power of education in response to this greatest challenge of our times. Progrès nationaux en matière d'éducation, de formation et de sensibilisation du public aux changements climatiques: Analyse des comptes rendus nationaux au titre de la Convention-cadre des Nations Unies sur les changements climatiques Año de publicación: 2019 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Depuis son entrée en vigueur, la Convention-cadre des Nations Unies sur les changements climatiques (CCNUCC, 1992) reconnaît, dans son article 6, l’importance de l’éducation, de la formation et de la sensibilisation du public pour atténuer toute perturbation anthropique dangereuse du système climatique. L’article 12 de l’Accord de Paris (2015) réaffirme cette prise de conscience.Le présent document dresse un état des lieux de la mise en place de l’éducation aux changements climatiques dans les pays. Il souligne les principaux résultats issusde l’analyse des comptes rendus nationaux présentés au Secrétariat de la CCNUCC dans le cadre du processus d’établissement des communications à ce titre. Il met en lumière les réalisations accomplies et les lacunes à combler dans le domaine de l’éducation aux changements climatiques.L’analyse démontre que pratiquement tous les pays mentionnent l’éducation aux changements climatiques dans leurs comptes rendus nationaux soumis dans le cadre du processus d’établissement des communications au titre de la CCNUCC. Cela démontre un certain niveau d’engagement, garantie d’une bonne base pour renforcer les actions éducatives face aux changements climatiques. Cependant, d’importantes disparités persistent. Il sera crucial de les résorber afin de mobiliser le plein potentiel de l’éducation pour affronter le plus grand défi de notre époque.