Recursos
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CCREAD: Inspiring sustainability education project improves lives in Cameroon (CAMEROON) Año de publicación: 2017 Autor: Shifu Ngalla Autor corporativo: UNESCO In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: un projet d'éducation au développement durable améliore des vies au Cameroun Año de publicación: 2017 Autor: Shifu Ngalla Autor corporativo: UNESCO In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: un estimulante proyecto sobre educación para la sostenibilidad mejora la vida en el Camerún Año de publicación: 2017 Autor: Shifu Ngalla Autor corporativo: UNESCO In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. 
九个人口大国关于2015年后教育的联合声明 : 伊斯兰堡声明 Año de publicación: 2014 Autor corporativo: 联合国教科文组织 (UNESCO) This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. البيان المشترك للبلدان التسعة ذات الأعداد الضخمة فيما يخص التعليم في مرحلة ما بعد عام 2015 Año de publicación: 2014 Autor corporativo: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. Declaración Conjunta del Grupo E-9 sobre la Educación Después de 2015: Declaración de Islamabad Año de publicación: 2014 Autor corporativo: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. Recorridos nacionales rumbo a la educación para el desarrollo sostenible, 2011: análisis de las experiencias de los países Chile, Indonesia, Kenya, Omán, Países Bajos Año de publicación: 2011 Autor: I. Mulà | Daniella Tilbury Autor corporativo: UNESCO This publication has sourced information from a series of national reviews commissioned by UNESCO in 2010 and written by authoritative stakeholders in Chile, Indonesia, Kenya, the Netherlands and Oman. The selection of countries was based on: i) work showcased at the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany; ii) submissions to the monitoring and evaluation process for the Decade of Education for Sustainable Development (DESD); as well as iii) through evaluation material submitted by UNESCO staff in regional bureaux of education. The countries showcased in this report are not necessarily the ‘best’ examples of the region, as many other countries are also progressing effectively towards implementing ESD. Rather, the countries selected illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the learnt world. The national studies were then edited and harmonized before common themes and lessons learned were identified to support other national efforts in moving towards the second half of the UN Decade of Education for Sustainable Development. Des pays en marche vers l'éducation pour le développement durable, 2011: examen des expériences nationales; Chili, Indonésie, Kenya, Oman, Pays-Bas Año de publicación: 2011 Autor: I. Mulà | Daniella Tilbury Autor corporativo: UNESCO This publication has sourced information from a series of national reviews commissioned by UNESCO in 2010 and written by authoritative stakeholders in Chile, Indonesia, Kenya, the Netherlands and Oman. The selection of countries was based on: i) work showcased at the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany; ii) submissions to the monitoring and evaluation process for the Decade of Education for Sustainable Development (DESD); as well as iii) through evaluation material submitted by UNESCO staff in regional bureaux of education. The countries showcased in this report are not necessarily the ‘best’ examples of the region, as many other countries are also progressing effectively towards implementing ESD. Rather, the countries selected illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the learnt world. The national studies were then edited and harmonized before common themes and lessons learned were identified to support other national efforts in moving towards the second half of the UN Decade of Education for Sustainable Development. 
[Summary] Re|shaping Cultural Policies: Advancing Creativity for Development; 2005 Convention Global Report, 2018: Summary Año de publicación: 2017 Autor corporativo: UNESCO The Global Report series has been designed to monitor the implementation of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005). It also provides evidence of how this implementation process contributes to attaining the United Nations 2030 Sustainable Development Goals and targets.The 2018 Global Report analyses progress achieved in implementing the 2005 Convention since the first Global Report was published in 2015.Grounded in the analysis of the Quadrennial Periodic Reports submitted by Parties to the Convention and relevant new findings, this report examines how the 2005 Convention has inspired policy change at the global and country level in ten areas of monitoring. It puts forward a set of policy recommendations for the future, addressing the adaptation of cultural policies to rapid change in the digital environment, based on human rights and fundamental freedoms.When deployed together, the two editions of the Global Report are beginning to produce new and valuable evidence to inform cultural policy making and advance creativity for development. [Résumé] Re|penser les politiques culturelles: la créativité au coeur du développement, Rapport mondial Convention 2005, 2018: résumé Año de publicación: 2017 Autor corporativo: UNESCO Le Rapport mondial 2018 analyse les progrès accomplis dans la mise en oeuvre de la Convention de 2005 depuis la publication du premier Rapport mondial en 2015.A partir des rapports périodiques quadriennaux soumis par les Parties à la Convention et de nouvelles analyses, ce Rapport examine comment la Convention de 2005 a inspiré des changements politiques aux niveaux mondial et national dans dix domaines clés de l’action politique. Il propose un ensemble de recommandations politiques pour le futur et met l’accent sur l’adaptation des politiques culturelles, fondées sur les droits de l’homme et les libertés fondamentales, afin de faire face aux transformations rapides suscitées par l’environnement numérique.Prises ensemble, les deux éditions du Rapport mondial offrent un ensemble de données et d’informations nouvelles et précieuses qui permettent d’éclairer l’élaboration des politiques culturelles et de placer la créativité au coeur du développement.