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Educación física de calidad (EFC): guía para los responsables políticos Année de publication: 2015 Auteur: Nancy, McLennan | Jannine, Thompson Auteur institutionnel: UNESCO A key feature of the Post-2015 Development Agenda is sustainable development. Sustainable development starts with safe, healthy, well-educated children. Participation in quality physical education (QPE), as part of a rounded syllabus, enhances young peoples’ civic engagement, decreases violence and negative patterns of behaviour, and improves health awareness. The UNESCO QPE Policy Package is an original piece of work, which draws upon results from extensive global research (including the Worldwide Survey of School Physical Education). These guidelines, designed for global application and local adaptation, provide a means of analysing current policy through practical guidance and a ‘how-to’ approach. The materials have been developed in consultation with key partners including the European Commission, the International Council for Sport Science and Physical Education (ICSSPE), UNDP, UNICEF, UNOSDP and WHO. 
UNESCO COVID-19 Education Response: How Many Students Are at Risk of Not Returning to School?; Advocacy paper Année de publication: 2020 Auteur institutionnel: UNESCO UNESCO estimates that about 24 million learners, from pre-primary to university level, are at risk of not returning to school in 2020 following the education disruption due to COVID-19. Almost half of them are found in South and West Asia and sub-Saharan Africa. University students are affected the most, due to the costs related to their studies. Pre-primary education is the second most affected while at primary and secondary level 10.9 million students are at risk, 5.2 million of whom are girls. Socioeconomic factors are behind this risk, including the need to generate income, increased household and child caring responsibilities, early and forced marriage and/or unintended pregnancy in certain contexts or fear of resurgence of the virus. Those who did not have access to distance education during confinement are also at risk. This advocacy paper calls on Governments and other partners to increase investments and efforts to remove barriers to education and take the necessary legal and policy actions to make school environments more conducive to students’ learning and well-being. “These findings emphasize the need to proactively address all the drivers of educational exclusion and to strengthen the resilience of education systems in the face of this unprecedented crisis“, says Stefania Giannini, Assistant DirectorGeneral for Education at UNESCO. L'Education physique de qualité (EPQ): directives à l'intention des décideurs Année de publication: 2015 Auteur: Nancy, McLennan | Jannine, Thompson Auteur institutionnel: UNESCO A key feature of the Post-2015 Development Agenda is sustainable development. Sustainable development starts with safe, healthy, well-educated children. Participation in quality physical education (QPE), as part of a rounded syllabus, enhances young peoples’ civic engagement, decreases violence and negative patterns of behaviour, and improves health awareness. The UNESCO QPE Policy Package is an original piece of work, which draws upon results from extensive global research (including the Worldwide Survey of School Physical Education). These guidelines, designed for global application and local adaptation, provide a means of analysing current policy through practical guidance and a ‘how-to’ approach. The materials have been developed in consultation with key partners including the European Commission, the International Council for Sport Science and Physical Education (ICSSPE), UNDP, UNICEF, UNOSDP and WHO. 
Development of Global Citizenship Education Competence Scale for Early Childhood Teacher (The Journal of Korean Teacher Education; Vol.35, No.4) Année de publication: 2018 Auteur: Jeoungsook Kim | Kyeonghwa Lee Auteur institutionnel: Korean Society for the Study of Teacher Education The study aims to develop a scale to identify and measure the early childhood teacher’s competence for global citizenship education. In order to construct the factors of the teacher’s competence for global citizenship education, conceptualization of the competence was made based on the review of literatures, and then the preliminary scale was constructed through 3 time-Delphi survey of 34 expert panels. The content analysis and statistical analysis (content validity, consensus, and convergence) of the data collected through the Delphi survey revealed that the final version of the scale with 2 domains, 5 factors and 33 items was derived. Then, in order to validate the final version of the scale, the tests with early childhood teachers were carried out. The data collected through the final test of 294 early childhood teachers were statistically analyzed through the ratio of content reliability, validity, and reliability. The analysis was confirmed that the scale was a valid and reliable instrument for measuring the early childhood teacher’s competence for global citizenship education. In conclusion, the scale developed in this study consisted of two domains: the competence as a global citizen and the competence as a early childhood teacher to carry out global citizen education for young children. The global citizenship competence consists of 3 factors and 20 items, and the global citizenship education competence for young children consists of 2 factors and 13 items. Lastly, the possibility of using the scale for early childhood teacher education was discussed. 
The CapED Programme: Annual Report 2019 Année de publication: 2020 Auteur institutionnel: UNESCO UNESCO is the United Nation’s specialized agency for education and is mandated to lead and coordinate progress towards Sustainable Development Goal 4 – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.The CapED Programme is central to delivering on this mandate through capacity development. It mobilizes UNESCO’s worldwide network of specialized Institutes and offices and works with partners to assist countries as they develop and implement national plans to deliver on SDG4 commitments.The Annual Report 2019 provides information on achievements and progress made in the 26 countries where CapED is operational. Programme CapED: rapport annuel 2019 Année de publication: 2020 Auteur institutionnel: UNESCO Institution spécialisée des Nations Unies pour l'éducation, l'UNESCO est chargée de conduire et de coordonner les efforts entrepris pour atteindre l'Objectif de développement durable 4 : « Assurer l'accès de tous à une éducation de qualité, sur un pied d'égalité, et promouvoir les possibilités d'apprentissage tout au long de la vie ».Le Programme CapED de développement des capacités pour l'éducation joue un rôle central dans l'exercice de ce mandat. Il mobilise le réseau mondial des instituts spécialisés et des bureaux de l'UNESCO et, en collaboration avec ses partenaires, aide les pays à élaborer et mettre en oeuvre leurs plans nationaux afin d'honorer les engagements qu'ils ont pris au titre de l'ODD 4.Le Rapport annuel 2019 met en lumière les résultats obtenus et les progrès accomplis dans les 26 pays où le Programme CapED intervient. 
Seeds of Hope Année de publication: 2020 Auteur: Aarya Chavda Auteur institutionnel: UNESCO At an age of 10, author and illustrator of her 3 books, Aarya Chavda extends her support by donating her art proceeds to fundraise for the welfare of underpriviledge Cancer patients.Through her campaign on 'Preservation of Cultural Heritage', She also demonstrates her commitment and contributes in spreading awareness through her programs at government and private institutions.In this series of narrative illustrations, she portrays that climate change will not occur at some point in the distance future - "It is happening her and now". She urges everyone to treasure this thought of saving our planet for the future generation. 유아교사의 세계시민교육 역량 척도 개발 (한국교원교육연구; Vol.35, No.3) Année de publication: 2018 Auteur: 김정숙 | 이경화 Auteur institutionnel: 한국교원교육학회 본 연구는 유아교사가 갖추어야 할 세계시민교육 역량을 측정할 수 있는 도구를 개발하는 데 목적을 두었다. 문헌 고찰을 바탕으로 유아교사의 세계시민교육 역량 요인을 구성한 후, 3 회에 걸친 34명 전문가 패널의 델파이 조사를 통해 척도 시안을 구성하였다. 1차 개방형 조 사와 2차 및 3차의 5점 척도형 조사를 통해 수집된 자료를 분석한 결과, 2개 영역, 5요인, 33 개 요소 및 문항으로 구성된 척도의 최종시안이 도출되었다. 척도의 최종시안을 타당화하기 위하여, 유치원 및 어린이집 재직 중인 유아교사를 대상으로 예비조사 및 본조사를 실시하였 다. 60명의 유아교사를 대상으로 실시한 예비조사와 294명의 유아교사로부터 얻은 본조사 자 료를 바탕으로 문항양호도, 구인타당도, 신뢰도 등 통계적 분석을 실시한 결과, 유아교사의 세계시민교육 역량을 측정하는 도구로서 양호한 척도임을 확인하였다. 본 연구에서 개발한 척도는 유아교사가 세계시민으로서 갖추어야 할 개인적 역량(세계시민 역량)과 유아에게 세계 시민교육을 실행할 수 있는 교사로서의 역량(유아세계시민교육 역량)의 2개 영역으로 구성되 었으며, 세계시민 역량은 지식 및 이해, 기술, 태도 및 실천의 3요인, 20개 문항으로 그리고 유아세계시민교육 역량은 유아세계시민교육과정 구성 및 운영, 유아세계시민교육 실천의 2요인, 13개 문항으로 구성되었다. 이러한 척도의 구성 요인의 의미와 척도의 교사교육적 활용 가능성에 관해 논의하였다. 
What Have We Learnt?: Overview of Findings From a Survey of Ministries of Education on National Responses to COVID-19 Année de publication: 2020 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) | World Bank As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS) were analysed. They cover government responses to school closures from pre-primary to secondary education. 
تفرير لجنة حقوق الطفل: الوثائق الرسمية الجمعية العامة الدورة الخامسة والستون الملحق رقم ٤١ Année de publication: 2010 Auteur institutionnel: UN. Committee on the Rights of the Child (UN. CRC) يستعرض التقرير جهود لجنة حقوق الطفل والمنشور في 2010. وبعتبر التقرير أداة لاستعرض اتفاقية حقوق الطفل وما تم من اعمال لتحقيقها.