Ressources
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Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки: Сборник примеров успешных практик Année de publication: 2010 Auteur institutionnel: OSCE Office for Democratic Institutions and Human Rights (ODIHR) Сборник примеров успешных практик «Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки» включает 101 пример успешных практик в сфере образования в области прав человека в начальной, средней школе и в педагогических учебных заведениях в регионе ОБСЕ, на который также распространяются полномочия ЮНЕСКО, УВКПЧ ООН. 
제22회 한국국제이해교육학회 국제학술대회: 미래형 교육과정과 세계시민교육: 도전과 과제 Année de publication: 2021 Auteur institutionnel: 한국국제이해교육학회 2021년 11월 13일에 개최되었던 제22회 한국국제이해교육학회 국제학술대회 자료집으로 '미래형 교육과정과 세계시민교육: 도전과 과제'라는 주제로 세계시민교육의 역할과 가능성을 어떻게 학교교실 안으로 가져올지에 대한 토론과 발표내용을 담고 있습니다. 본 자료집에는 기조강연/패널부터 자유 발표 등에 이르기까지 모든 발표자들의 자료가 포함되어 있으며 기조강연 및 패널, 패널4(이기 프로젝트)의 경우 일본어 번역자료도 함께 수록되어 있습니다. 
Revised Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms ('1974 Recommendation') Année de publication: 2022 Auteur institutionnel: UNESCO The revision of the 1974 Recommendation provides the international community with the opportunity to strengthen the instrument so that it can support the design and implementation of effective educational policies and programmes, which can put the world on a pathway to lasting peace and sustainable development for all, in line with the requirements of the 2030 Agenda and the body of international legal norms adopted since 1974. Recommandation révisée sur l’éducation pour la compréhension, la coopération et la paix internationales et l’éducation relative aux droits de l’homme et aux libertés fondamentales (« Recommandation de 1974 ») Année de publication: 2022 Auteur institutionnel: UNESCO La révision de la Recommandation de 1974 offre à la communauté internationale l'occasion de renforcer l'instrument afin qu'il puisse soutenir la conception et la mise en œuvre de politiques et de programmes éducatifs efficaces, susceptibles de mettre le monde sur la voie d'une paix durable et du développement durable pour tous, conformément aux exigences de l'Agenda 2030 et à l'ensemble des normes juridiques internationales adoptées depuis 1974. 
Culture in Times of COVID-19: Resilience, Recovery and Revival Année de publication: 2022 Auteur institutionnel: UNESCO | United Arab Emirates. Department of Culture and Tourism Culture in Times of COVID-19: Resilience, Recovery and Revival offers key insights on trends and structural transformations that can boost the culture sector as a cornerstone of an economy built on sustainability and well-being.A set of strategic development considerations are put forward for governments and their partners, in both the public and private sectors, to promote the value of culture as a public good, encourage cross-sector collaboration and holistically address the essential needs of the sector, while supporting cultural professionals in adapting to a changing world and providing equal access and opportunities across the culturalvalue chain. 
A Review of Education for Sustainable Development and Global Citizenship Education in Teacher Education Année de publication: 2017 Auteur: Douglas Bourn, Frances Hunt, Phil Bamber Auteur institutionnel: University College London. Institute of Education This paper has been produced to inform UNESCO in its preparation for the 2017 Global Education Monitoring Report (GEM) Report. Its purpose is to examine the current preparation of teachers in Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) as outlined in the Sustainable Development Goal (SDG) target 4.7.The literature for this study is based on looking not only at material that makes direct reference to ESD and GCED, but also broader themes that have a potential bearing on these areas such as a sense of global, social and environmental responsibility and a commitment to social justice.In this paper teacher education includes the initial and in-service continuing professional development (CPD) of teachers. 
UNESCO-Japan Prize on Education for Sustainable Development: Winners of 2017 Année de publication: 2017 Auteur institutionnel: UNESCO The annual UNESCO-Japan Prize showcases and rewards outstanding projects and programmes in the field of Education for Sustainable Development (ESD).The winners of the 2017 edition come from Jordan, the United Kingdom and Zimbabwe.Among this year’s winners are a school, business and a non-profit organization, promoting ESD, respectively, at the local, regional and global level: Sihlengeni Primary School from the Republic of Zimbabwe; the social enterprise Zikra from the Hashemite Kingdom of Jordan; and the Hard Rain Project from the United Kingdom of Great Britain and Northern Ireland. Each of them will receive an award of USD 50,000.The Director-General of UNESCO and the Japanese Minister of Education will award the Prize to the three laureates in a ceremony at UNESCO Headquarters in Paris on 3 November 2017, during the 39th session of the General Conference. Premio UNESCO-Japon de Educacion para el Desarrollo Sostenible: Galardonados de 2017 Année de publication: 2017 Auteur institutionnel: UNESCO En 2017 el Premio UNESCO-Japon llegaba a su tercera edicion. Los galardonados fueron elegidos de entre las mas de 100 candidaturas presentadas por gobiernos de Estados Miembros de la UNESCO y organizaciones no gubernamentales quecolaboran oficialmente con la Organizacion. Tras examinar las candidaturas, un jurado independiente formado por cinco especialistas internacionales en EDS recomendo los tres galardonados a la Directora General de la UNESCO.Este ano se ha concedido el premio a una escuela, una empresa y una organizacion sin animo de lucro que promueven la EDS a escala local, regional y mundial respectivamente: la escuela de primaria Sihlengeni, de la Republica de Zimbabwe; Zikra por el Aprendizaje Popular, del Reino Hachemita de Jordania; y el Proyecto Hard Rain, del Reino Unido de Gran Bretana e Irlanda del Norte. Cada una de estas entidades recibira un premio en metalico de 50,000 dolares estadounidenses.La Directora General de la UNESCO y el Ministro de Educacion del Japon haran entrega del Premio a los tres galardonados en el curso de una ceremonia que tendra lugar en la Sede de la UNESCO (Paris) el 3 de noviembre de 2017, coincidiendo con la celebracion de la 39ª reunion de la Conferencia General. Prix UNESCO-Japon D'éducation en vue du Développement Durable: Lauréats de 2017 Année de publication: 2017 Auteur institutionnel: UNESCO L’année 2017 marque la troisième édition du Prix UNESCO-Japon. Les lauréats ont été sélectionnés parmi plus de 100 candidatures présentées par des gouvernements d’États membres de l’UNESCO et par des organisations non gouvernementales en partenariat officiel avec l'UNESCO. Les candidatures ont été évaluées par un jury indépendant composé de cinq experts internationaux de l’EDD, qui ont recommandé les trois lauréats à la Directrice générale de l’UNESCO.Parmi les lauréats de cette année figurent une école, une entreprise et une organisation à but non lucratif oeuvrant à la promotion de l’EDD, respectivement à l’échelle locale, régionale et internationale : l’école primaire Sihlengeni (République du Zimbabwe) ; l’entreprise sociale Zikra (Royaume hachémite de Jordanie) ; et le projet Hard Rain (Royaume-Uni de Grande-Bretagne et d'Irlande du Nord). Chaque lauréat recevra une récompense d’un montant de 50,000 dollars des États-Unis.La Directrice générale de l’UNESCO et le Ministre de l’éducation japonais remettront le Prix aux trois lauréats au cours d’une cérémonie qui se tiendra le 3 novembre 2017 au Siège de l’UNESCO à Paris, lors de la 39e session de la Conférence générale. 
Sub-regional Policy Review on Teachers, Teaching and the Teaching Profession to Accelerate Achieving SDG4 in Southeast Asian Countries Année de publication: 2022 Auteur: Azlina Abdul Aziz | Kamisah Osman | Khairul Farhah Khairuddin | Meeyoung Choi Auteur institutionnel: UNESCO Jakarta The objectives of this report are to analyse existing national policies related to Teachers, Teaching and the Teaching Profession and examine their implementation in the five UNESCO cluster countries, namely Brunei, Indonesia, Malaysia, the Philippines and Timor-Leste. Eight themes have emerged from the systematic review of literature and they are i) Teacher Standard Competence, ii) Teacher professional Development, iii) Teacher Support, iv) Teaching Quality, v) Formative and Summative Assessment Framework on Teaching, vi) Showcasing and Rewarding Best Teaching Practices, vii) Teacher Professionalism and finally viii) Teacher Career Development.