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Prix UNESCO pour l’éducation des filles et des femmes: appel à candidatures 2019 Année de publication: 2019 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le Prix UNESCO pour l’éducation des filles et des femmes met en avant les pratiques exemplaires et novatrices qui font progresser l’éducation des filles et des femmeset, par conséquent, améliorent la qualité de leur vie. Crée en 2015, il est financé par le gouvernement de la République Populaire de Chine et consiste de deux prix de 50 000 dollars des États-Unis afin d’aider les lauréats à poursuivre leur travail dans ce domaine. Le prix contribue directement aux objectifs de développement durable 4 et 5. Premio UNESCO de educación de las niñas y las mujeres: convocatoria de candidaturas 2019 Année de publication: 2019 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) El premio UNESCO de educación de las niñas y las mujeres recompensa las prácticas sobresalientes e innovadoras que promueven la educación de las niñas y las mujeres y, a su vez, mejoran su calidad de vida. Este premio, que se creó en 2015 y es financiado por el gobierno de la República Popular China, está dotado con dos cuantías de 50 000 dólares estadounidenses destinadas a fomentar la labor de los galardonados en este ámbito. El premio contribuye directamente a los Objetivos de Desarrollo Sostenible 4 y 5. 
World Youth Report: Youth and the 2030 Agenda for Sustainable Development Année de publication: 2018 Auteur institutionnel: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels. 세계청소년보고서: 청소년과 2030 지속가능발전 의제 Année de publication: 2018 Auteur institutionnel: United Nations (UN) UN 경제사회국이 작성한 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』는 청소년 개발에 대한 현재의 노력과 새로운 의제 간의 상호 보완적인 역할을 다루고 있습니다. UN 경제사회국은 경제, 사회 및 환경 분야 글로벌 정책과 국가적 실천 사이의 연결고리를 제공하고 있습니다. 2년마다 발간되는 본 보고서는 회원국 및 기타 이해관계자들이 청소년 문제 해결에 대한 진전 사항을 파악하고, 정책과 현실의 격차를 평가하고, 가능한 정책 대안을 마련하기 위한 정보와 분석 결과를 제공합니다.본 보고서는 2030 지속가능발전 의제 및 관련 프레임워크 이행의 맥락, 특히 제3차 개발재원총회 아디스아바바 행동의제 (Ababa Action Agenda of the Third International Conference on Financing for Development) 및 세계청소년행동계획 (World Programme of Action for Youth) 의 이행과 관련하여 지속가능발전을 위한 청소년의 역할에 대한 통찰을 제시합니다. 2030 의제는 청소년개발 노력을 증진하고 증거기반(evidence ― based) 청소년정책이 청소년 목표 증진에 이바지하는 바를 검토하는 데 있어 중요한 역할을 할 수 있습니다. 본 보고서는 이를 통해 모든 수준에서의 지속가능발전 이행에 있어 결정적으로 중요한 청소년의 역할을 살펴봅니다. 
School, Identity and Discrimination Année de publication: 2011 Auteur: Néstor López Auteur institutionnel: UNESCO IIEP Office for Latin America and the Caribbean Education, identity and school is just one more link, within the many wills that work for full equality of opportunities. As in other publications of the Institute, the wealth of perspectives is added, which give shape to sometimes pressing realities with a demand for urgent action. The publication is a new opportunity for the voices of different interlocutors to give an account, in their countries and contexts, both of the construction of identity processes, and of their recognition and respect. This also implies raising the obstacles, the contributions and the advances, to face the challenges still pending. In each work presented here, the authors-whose participation and effort we deeply appreciate-offer sharp insights on various tasks and contexts. We wish, to conclude, that this text also contributes to the reflection on the possible courses that have been adopted or that require a deepening of the educational policies, specifically in the agendas related to the themes of this publication. Escuela, identidad y discriminación Année de publication: 2011 Auteur: Néstor López Auteur institutionnel: UNESCO IIEP Oficina para América Latina y el Caribe Educación, identidad y escuela es solo un eslabón más, dentro de las muchas voluntades que trabajan por la plena igualdad de oportunidades. Como en otras publicaciones del Instituto, se suma la riqueza de perspectivas, que dan forma a realidades en ocasiones acuciantes con demanda de urgente acción. La publicación supone una nueva oportunidad para que las voces de distintos interlocutores den cuenta, en sus países y contextos, tanto de la construcción de procesos identitarios, como de su reconocimiento y respeto. Ello implica también plantear los obstáculos, los aportes y los avances, para afrontar los desafíos aún pendientes. En cada trabajo que aquí se presenta, los autores –cuya participación y esfuerzo agradecemos profundamente– ofrecen agudas miradas sobre diversos quehaceres y contextos. Deseamos, para concluir, que este texto también contribuya a la reflexión sobre los posibles rumbos que se han adoptado o que requieren profundización en las políticas educativas, específicamente en las agendas vinculadas con las temáticas de esta publicación. 
Literacy for Empowerment and Transformation: Report of the Secretary-General Année de publication: 2024 Auteur institutionnel: United Nations | UNESCO The present report is submitted in fulfilment of the request made by the General Assembly, in its resolution 77/192, that the Secretary-General, in cooperation with the Director General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), submit to the Assembly at its seventy-ninth session a report on the implementation of the resolution. The Assembly also invited UNESCO to continue its mandated role to lead and coordinate the Education 2030 Agenda and requested UNESCO to continue its coordinating and catalysing role through the implementation of the strategy of the Global Alliance for Liter acy and by continuing to provide support to Member States. The present report provides an overview of the global literacy landscape, highlighting progress, key challenges and recommendations for further promotion of literacy as part of the 2030 Agenda for Sustainable Development, the follow-up to the Transforming Education Summit and beyond. 
Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey Année de publication: 2018 Auteur: Madhu Singh Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) For Syrian refugees living in Egypt, Iraq, Jordan, Lebanon and Turkey, recognition is a transformative mechanism that can help them enter or re-enter education, integrate into the world of work and participate fully in their host communities. However, while policy-makers in the region have prioritized the recognition, validation and accreditation of non-formal and informal learning, it remains a major challenge to develop systems that do this effectively. Pathways to Empowerment lays the essential groundwork for such a system, urging governments to develop comprehensive national strategies rather than ad hoc projects to recognize the competences of Syrian refugees. Its recommendations will contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees’ learning is a critical issue. 
Teachers’ Toolkit: UNESCO Schools Network in Canada Année de publication: 2020 Auteur institutionnel: Canadian Commission for UNESCO This toolkit draws on a variety of resources to give educators a range of activities and best practices for students of all ages. Students will learn about human rights and global citizenship, sustainable development, climate action and reconciliation with Indigenous peoples. 
Lifelong Learning in Transformation: Promising Practices in Southeast Asia Année de publication: 2017 Auteur: Rika Yorozu Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project on building a lifelong learning agenda in Southeast Asian countries, which aims to address the region’s remaining educational challenges in ensuring ‘inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all’ (Goal 4 of the 2030 Agenda for Sustainable Development). By sharing promising policies and practices in implementing integrated lifelong learning from different perspectives, countries can learn from one another and move their visions for lifelong learning fully into practice. The publication documents a variety of promising practices from 11 countries, focusing particularly on the features critical to the promotion of lifelong learning for all; namely, inclusive and gender-responsive teaching and learning practices, recognition of learning outcomes from non-formal and informal learning, collaboration between social and economic development sectors and coherent national government policies and strategies. The report comprises three main sections: a reflection on lifelong learning in international and national documents, a collection of good practice drawn from their national reports, and a set of recommendations for policies and programmes promoting lifelong learning. It is hoped that these recommendations will stimulate discussion and new developments, in both policy and practice, in the region.