Recursos
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Address by Ms. Irina Bokova, Director-General of UNESCO on the occasion of the Civil Society / Education on Human Rights Event; New York, 27 September 2012 Año de publicación: 2012 Autor corporativo: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This speech was given by Ms. Irina Bokova, Director-General of UNESCO, on the occasion of the Civil Society / Education on Human Rights event . Discours de Mme Irina Bokova, Directrice générale de l'UNESCO à l'occasion de la Société Civile / Education sur les droits de l'événement; New York, 27 Septembre 2012 Año de publicación: 2012 Autor corporativo: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Ce discours a été prononcé par Mme Irina Bokova, Directrice générale de l'UNESCO, à l'occasion de la Société Civile / Education sur les droits de l'événement. Programa Mundial para Educação em Direitos Humanos: segunda fase, plano de ação Año de publicación: 2012 Autor corporativo: UN Office of the High Commissioner for Human Rights According to Human Rights Council resolution 12/4, the second phase of the World Programme (2010–2014) will focus “on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel at all levels” and “Member States should also continue the implementation of human rights education in primary and secondary school systems”. The plan of action focuses on human rights education in two broadly defined sectors, i.e. higher education and training for civil servants, law enforcement officials and the military. Programme mondial en faveur de l'Éducation aux droits de l'Homme: deuxième phase, plan d'action Año de publicación: 2012 Autor corporativo: UN Office of the High Commissioner for Human Rights According to Human Rights Council resolution 12/4, the second phase of the World Programme (2010–2014) will focus “on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel at all levels” and “Member States should also continue the implementation of human rights education in primary and secondary school systems”. The plan of action focuses on human rights education in two broadly defined sectors, i.e. higher education and training for civil servants, law enforcement officials and the military. 
World programme for human rights education: second phase; plan of action Año de publicación: 2012 Autor corporativo: UN Office of the High Commissioner for Human Rights According to Human Rights Council resolution 12/4, the second phase of the World Programme (2010–2014) will focus “on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel at all levels” and “Member States should also continue the implementation of human rights education in primary and secondary school systems”. The plan of action focuses on human rights education in two broadly defined sectors, i.e. higher education and training for civil servants, law enforcement officials and the military. En rejse tilbage i tiden – en lære for fremtiden Håndbog for lærere Año de publicación: 2010 Autor corporativo: European Union Agency for Fundamental Rights What role do Holocaust-related sites play in today's societies? What do they offer young people? What should schools and teachers consider when planning a visit to such a site? And how can teachers make best use of such visits for teaching about the Holocaust and human rights? This Handbook provides a number of examples, hints and historical background information, which will help teachers and students to make visits to Holocaust-related sites and exhibitions a meaningful and enriching experience. Een stap in het verleden – een les voor de toekomst: Handboek voor leraren Año de publicación: 2010 Autor corporativo: European Union Agency for Fundamental Rights What role do Holocaust-related sites play in today's societies? What do they offer young people? What should schools and teachers consider when planning a visit to such a site? And how can teachers make best use of such visits for teaching about the Holocaust and human rights? This Handbook provides a number of examples, hints and historical background information, which will help teachers and students to make visits to Holocaust-related sites and exhibitions a meaningful and enriching experience. 
Terrorist Attacks on Educational Institutions Año de publicación: 2014 Autor: Erin Miller Autor corporativo: National Consortium for the Study of Terrorism and Responses to Terrorism (START) | Department of Homeland Security Science and Technology The report describes historical patterns of terrorist attacks targeting educations institutions dating back to 1970. Since that year, more than 3,400 terrorist attacks targeting educations institutions took place in 110 countries. These attacks comprised 2.7 percent of all terrorist attacks worldwide during this time period. Terrorist Attacks on Educational Institutions Año de publicación: 2014 Autor: Erin Miller Autor corporativo: National Consortium for the Study of Terrorism and Responses to Terrorism (START) | Department of Homeland Security Science and Technology Le rapport revient sur les attaques terroristes qui ont ciblé les institutions éducatives depuis 1970. A partir de cette année, on dénombre plus de 3.400 attaques terroristes qui avaient pour cible les institutions éducatives, dans 110 pays. Ces attaques représentent 2,7 % de l’ensemble des attaques terroristes perpétrées à travers le monde au cours de cette période. An Evaluation of UNESCO Publications on Human Rights Education Año de publicación: 2002 Autor corporativo: University of Leicester (UK) | Centre for Citizenship Studies in Education The purpose of this evaluation was to contribute to the formulation of a future strategy on Human Rights Education (HRE). The evaluation focused on nine publications commissioned by UNESCO Headquarters and field offices between 1997 and 2001.The relevance of the publications was assessed in light of UNESCO’s HRE goals and objectives. These were identified in UNESCO documents such as the 1995 Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy. The evaluation also included a report on the perception of users and UNESCO staff of the dissemination and impact of these publications, based on 11 staff interviews and an email questionnaire with 11 responses from 10 countries. In addition, the evaluators provided guidelines for the future development and evaluation of HRE publications.