Recursos
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Teachers' guide for education for sustainable development in the Caribbean Año de publicación: 2008 Autor: Gillian Cambers | Grace Chapman | Paul Diamond | Lorna Down | Anthony D. Griffith | Winthrop Wiltshire Autor corporativo: UNESCO Santiago The publication “Teachers’ Guide for Education for Sustainable Development in the Caribbean” is geared towards regional teacher-trainers and teachers active at every level of education. Its purpose is two-fold: contribute to the integration of education for sustainable development into teaching practices through education initiatives, originally implemented in the Caribbean that may be feasible to replicate in the various classrooms, schools and communities; promote reflection, discussion and creation of innovative practices that involve all teachers in Decade activities and contribute to the making of sustainable societies. This document illustrates how different wills can come together moved by a desire to materialise common projects. Thus, this effort represents the work of regional specialists working in close cooperation with UNESCO Regional Bureau for Education in Latin America and the Caribbean, as well as the financial support of the Government of Japan. Guide pédagogique pour l'éducation pour le développement durable dans les Caraïbes Año de publicación: 2008 Autor: Gillian Cambers | Grace Chapman | Paul Diamond | Lorna Down | Anthony D. Griffith | Winthrop Wiltshire Autor corporativo: UNESCO Santiago La publication «Guide des enseignants pour l'éducation pour le développement durable dans les Caraïbes» s'adresse aux formateurs et enseignants régionaux actifs à tous les niveaux de l'enseignement. Son objectif est double: contribuer à l'intégration de l'éducation pour le développement durable dans les pratiques d'enseignement à travers des initiatives éducatives, initialement mises en œuvre dans les Caraïbes, qui peuvent être répliquées dans les différentes classes, écoles et communautés; Promouvoir la réflexion, le débat et la création de pratiques novatrices qui impliquent tous les enseignants dans les activités de la Décennie et contribuent à la création de sociétés durables. Ce document illustre la façon dont des volontés différentes peuvent se rencontrer par le désir de concrétiser des projets communs. Cet effort représente donc le travail de spécialistes régionaux travaillant en étroite coopération avec le Bureau régional de l'UNESCO pour l'éducation en Amérique latine et dans les Caraïbes, ainsi que le soutien financier du Gouvernement japonais. 
E2030: education and skills for the 21st century: Regional Meeting Año de publicación: 2017 Autor corporativo: UNESCO Santiago This report provides a systematization of the discussions at the Regional Meeting of Ministers of Education of Latin America and the Caribbean “E2030: Education and skills for the 21st century” held 24‐25 January 2017 in Buenos Aires, Argentina. The objectives of the meeting were to: • adopt a Ministerial Declaration on a joint approach to achieve the SDG4-E2030 Agenda in the region, including means of implementation, technical instruments of support and follow-up mechanisms. • agree on a roadmap for the implementation of E2030, including a contextualized followup mechanism that responds to the region’s educational challenges and expectations. Reporte: Educación y habilidades para el siglo XXI; Reunión Regional de Ministros de Educación de América Latina y el Caribe, Buenos Aires, Argentina, 24 y 25 de enero 2017 Año de publicación: 2017 Autor corporativo: UNESCO Santiago This report provides a systematization of the discussions at the Regional Meeting of Ministers of Education of Latin America and the Caribbean “E2030: Education and skills for the 21st century” held 24‐25 January 2017 in Buenos Aires, Argentina. The objectives of the meeting were to: • adopt a Ministerial Declaration on a joint approach to achieve the SDG4-E2030 Agenda in the region, including means of implementation, technical instruments of support and follow-up mechanisms. • agree on a roadmap for the implementation of E2030, including a contextualized followup mechanism that responds to the region’s educational challenges and expectations. 
Curriculum development and review for democratic citizenship and human rights education Año de publicación: 2015 Autor: Felisa Tibbitts Autor corporativo: Council of Europe Education for democratic citizenship and human rights education (EDC/HRE) are educational areas that contribute fundamentally to our ability to live together in communities, in countries and as neighbours across national borders. They also help to enable a flourishing global community. The wider aim of EDC/HRE is the establishment of sustainable and participative forms of democracy based on respect for human rights and good governance. As such, EDC/HRE is a public good and an ongoing investment for producing societies characterised by human rights principles such as non-discrimination, inclusion and participation, and the rule of law. The central purpose of this resource is to support the development of education policies and curricula in schools that support and promote young people’s participation in democratic life. As such, EDC/HRE is inevitably in an ongoing state of development and review. This resource aims to support the work of education leaders and curriculum developers in integrating EDC/HRE within curriculum systems and to encourage the engagement of stakeholders in supporting such efforts. Élaboration et examen d'un curriculum pour la citoyenneté démocratique et l'éducation aux droits de l'homme Año de publicación: 2015 Autor: Felisa Tibbitts Autor corporativo: Conseil de l'Europe La plupart des jeunes grandissent en apprenant les leçons de vie des soins, de la solidarité, de la responsabilité et de la justice en s'engageant quotidiennement auprès des familles, des amis, des écoles et des institutions communautaires. L'éducation à la citoyenneté démocratique et l'éducation aux droits de l'homme (EDC / EDH) sont des domaines éducatifs qui contribuent fondamentalement à notre capacité à vivre ensemble dans les communautés, dans les pays et comme voisins à travers les frontières nationales. Ils aident également à favoriser une communauté mondiale florissante. L'objectif plus large d'EDC / EDH est l'instauration de formes de démocratie durables et participatives fondées sur le respect des droits de l'homme et la bonne gouvernance. À ce titre, l'EDC / EDH est un bien public et un investissement permanent pour des sociétés productrices caractérisées par des principes relatifs aux droits de l'homme tels que la non-discrimination, l'inclusion et la participation et l'état de droit. L'objectif central de cette ressource est d'appuyer l'élaboration de politiques et de programmes éducatifs dans les écoles qui soutiennent et encouragent la participation des jeunes à la vie démocratique. À ce titre, EDC / EDH est inévitablement dans un état de développement et d'examen permanent. Cette ressource vise à appuyer le travail des leaders de l'éducation et des concepteurs de programmes d'études pour intégrer EDC / EDH dans les systèmes curriculaires et encourager l'engagement des parties prenantes à soutenir ces efforts. Разработка и пересмотр учебных программ по воспитанию демократической гражданственности и образованию в области прав человека Año de publicación: 2015 Autor: Felisa Tibbitts Autor corporativo: Council of Europe Воспитание демократической гражданственности и образование в об-ласти прав человека необходимы для построения мирного, устойчивого и инклюзивного общеcтва, основанного на уважении прав человека каждой личности. Повышение качества образовательной политики в сфере воспитания демократической гражданственности и образования в области прав человека является важнейшим направлением работы Совета Европы, Организации Объединенных Наций по вопросам образования, науки и культуры, Бюро по демократическим институтам и правам человека Организации по бе-зопасности и сотрудничеству в Европе и Организации американских государств. Эти организации совместно подготовили настоящую публикацию, с тем чтобы оказать поддержку государствам-членам и государствам-участникам в выпол-нении ими своих обязательств, касающихся содействия образованию в области прав человека и демократической гражданственности и улучшения доступа к качественному образованию для всех лиц. Помимо этого, данная публикация является вкладом в глобальную инициативу Генерального секретаря ООН Пан Ги Муна «Образование прежде всего», начатую в 2012 году. Эта инициатива определила содействие воспитанию глобальной гражданственности как один из трех важнейших приоритетов образования, тем самым создав дополнитель-ный стимул для действий в данной области и послав ясный сигнал о поддержке работникам сферы образования во всем мире. 
Higher Education's Response to the COVID-19 Pandemic: Building a More Sustainable and Democratic Future (Council of Europe Higher Education Series; No. 25) Año de publicación: 2021 Autor: Sjur Bergan | Tony Gallagher | Ira Harkavy | Ronaldo Munck | Hilligje van’t Land Autor corporativo: Council of Europe Public health was the immediate concern when the Covid-19 pandemic struck in Asia, then in Europe and other parts of the world. The response of our education systems is no less vital. Higher education has played a major role in responding to the pandemic and it must help shape a better, more equitable and just post-Covid-19 world. This book explores the various responses of higher education to the pandemic across Europe and North America, with contributions also from Africa, Asia and South America.The book describes the various ways in which higher education is facing the Covid-19 pandemic. It is designed to help universities, specifically their staff and students as well as their partners, contribute to a more sustainable and democratic future. 
Dialogue for Prevention Año de publicación: 2025 Autor corporativo: UNESCO In an era where geopolitical power struggles disrupt traditional peacebuilding, where identity and misinformation fuel divisions, and where trust in institutions is eroding, UNESCO’s Intercultural Dialogue for Conflict Transformation briefs series presents an adaptable, culturally grounded, and people-centred approach to peacebuilding. With 1.5 billion people living in contexts with low intercultural dialogue where global challenges such as absolute poverty, terrorism and forced displacement are more prevalent, this four-part series draws on firsthand experience, country case studies, and expert analysis to demonstrate the transformative potential of dialogue in fragile and conflict-sensitive settings. The Dialogue for Prevention brief, developed with the Auschwitz Institute for the Prevention of Genocide and Mass Atrocities, explores the powerful role intercultural dialogue can play in preventing large-scale identity-based violence, particularly in the upstream and downstream phases of conflict. Grounded in the idea that dialogue can bridge divides and foster mutual understanding, the brief argues that enabling environments for intercultural dialogue—marked by stability, inclusive governance, freedom of expression, horizontal equality, and social cohesion—also mitigate key risk factors for atrocity violence. Drawing on diverse examples from Cambodia, Colombia, Italy, and Kenya, it showcases creative, context specific applications of dialogue. Through practical guidance, the brief equips policymakers, practitioners and civil society seeking to embed dialogue into prevention strategies. 
Research Report: A Comparative Study on Hybrid Learning in Schools Año de publicación: 2024 Autor corporativo: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Hybrid learning is not just a response to pandemics but also serves as a viable solution for other scenarios where full school attendance is difficult. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.Published in February 2024 by the UNESCO International Bureau of Education (IBE) with support from the European Union.