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Orientaciones Técnicas Internacionales sobre Educación en Sexualidad: un enfoque basado en evidencia orientado a escuelas, docentes y educadores de la salud Année de publication: 2009 Auteur institutionnel: UNESCO El presente documento Orientaciones Técnicas Internacionales, basado en un riguroso análisis de la evidencia existente sobre programas de educación en sexualidad, está orientado a profesionales y a personas responsables de la toma de decisiones de los sectores salud y educación. Este documento (Volumen 1) se centra en aquellos elementos que justifican la educación en sexualidad y ofrece sólidas recomendaciones técnicas sobre las características que todo programa efectivo debe tener. El documento acompañante (Volumen 2) cubre los temas y objetivos de aprendizaje que se deben abordar en los diferentes tramos etarios en un programa básico de educación en sexualidad destinado a niños, niñas y jóvenes entre las edades de 5 a 18 y más años e incluye una bibliografía de referencias. El documento Orientaciones Técnicas Internacionales es relevante no sólo para los países más afectados por el VIH y el SIDA, sino también para los que exhiben una epidemia de baja prevalencia y alta concentración. Principes directeurs internationaux sur l'éducation sexuelle: une approche factuelle à l'intention des établissements scolaires, des enseignants et des professionnels de l'éducation à la santé Année de publication: 2009 Auteur institutionnel: UNESCO S’appuyant sur un examen rigoureux et actuel des donnees de programmes d’education sexuelle, ces Principes directeurs internationaux sur l’education sexuelle s’adressent aux decideurs et professionnels des secteurs de l’education et de la sante. Ils sont destines a aider les autorites en charge de ces deux secteurs et autres secteurs connexes a elaborer et mettre en oeuvre des programmes et des materiels d’education sexuelle en milieu scolaire. Le Volume I met l’accent sur le bien-fonde d’une education sexuelle et fournit des conseils techniques avises sur les caracteristiques des programmes efcaces. Il s’accompagne d’un document parallele (Volume II) qui decrit les themes a aborder et les objectifs d’apprentissage a atteindre dans le cadre d’un ‘cours de base minimum’ d’education sexuelle destine aux enfants et aux jeunes ages de 5 a 18 ans et plus, et qui contient une bibliographique de ressources utiles. Ces Principes directeurs internationaux sont d’une grande utilite non seulement pour les pays les plus affectes par le VIH et le SIDA, mais aussi pour les pays qui connaissent une prevalence faible et un contexte d’epidemie concentree. 
CCREAD: Inspiring Sustainability Education Project Improves Lives in Cameroon Année de publication: 2017 Auteur: Shifu Ngalla Auteur institutionnel: UNESCO This article is about sustainability education project in Cameroon. In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: Un Projet d’éducation au Développement Durable Améliore des Vies au Cameroun Année de publication: 2017 Auteur: Shifu Ngalla Auteur institutionnel: UNESCO Ceci est un article sur le projet d'éducation à la durabilité au Cameroun.Chaque année au Cameroun, 36% des jeunes femmes et hommes qui obtiennent leur diplôme dans l’une des huit universités d’État et dans plus de 50 institutions privées se retrouvent sans-emploi. Certains d'entre eux se décrivent comme une « génération perdue ». Cependant, un jeune diplômé qui a vécu une expérience douloureuse pendant son enfance utilise l’Éducation au Développement Durable (EDD) afin de former et redonner de l’espoir aux jeunes défavorisés au niveau social et économique. CCREAD: Un Estimulante Proyecto Sobre Educación para la Sostenibilidad Mejora la Vida en el Camerún Année de publication: 2017 Auteur: Shifu Ngalla Auteur institutionnel: UNESCO Este es un artículo acerca de proyecto sobre el educación para la sostenibilidad en Camerún.En el Camerún, 36% de las mujeres y de los hombres jóvenes que se gradúan anualmente en alguna de las ocho universidades estatales o en alguna de las 50 instituciones privadas se encuentran sin empleo. Algunos se describen a sí mismos como la “generación perdida”. Pero un joven diplomado que experimentó dificultades cuando era niño está utilizando la educación para el desarrollo sostenible (EDS) como un medio para proporcionar capacidades, centrar mejor las prioridades y dar esperanza a las personas social y económicamente desfavorecidas. 
Collection des meilleures pratiques en éducation pour une citoyenneté mondiale en Afrique centrale Année de publication: 2015 Auteur institutionnel: UNESCO This collection of best practices in human rights education in Central Africa and Ethiopia was prepared in order to respond to UNESCO’s demand to promote such initiatives and to ensure a multiplier effect considering human rights education in the region. The objective is to support the concept of UNESCO’s ‘Global Citizenship Education’ in the field of human rights education in identifying its best practices. In order to identify the best practices, UNESCO’s activities in the field of human rights education in the region were mapped out. This mapping out has shown big differences in implementing the initiatives focused on achieving global citizenship education through human rights education, particularly in primary and secondary education, as indicated in the first phase of the World Programme for human rights education. Nevertheless, various initiatives collected are either conducted/supported by UNESCO or not, in terms of three themes: citizenship education, intercultural dialogue, and the peace and security which are considered to be relevant to Africa in general and particularly to Central Africa, in order to address the main theme of global citizenship education. The selected best practices deal with the tertiary level and are in line with the second phase of the World Programme for human rights education, covering the period between 2009 and 2014 and focusing on higher and vocational education. The practices include 1) citizenship education which supports the principles set out in the Universal Declaration of Human Rights and which is reiterated in the two phases of the World Programme for human rights education, 2) the intercultural dialogue which supports education for understanding and evaluating unity in diversity, and which fits well with the objectives of the UN Decade of Education for Sustainable Development proclaimed by the UN General Assembly and managed by UNESCO, and 3) education for peace and security.It is obvious that many linkages exist among the three subjects mentioned above. Therefore, the examples presented in this collection can affect one or several problems. Each example is presented with the following sequence: identification, background, implementation, and results. 
Education for People and Planet: Creating Sustainable Futures for All, Global Education Monitoring Report, 2016 Année de publication: 2016 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars – Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. 
[Summary] Education for People and Planet: Creating sustainable Futures for All, Global Education Monitoring Report, 2016; Summary Année de publication: 2016 Auteur institutionnel: UNESCO Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars – Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. 
[Резюме] Подотчетность в образовании: выполнение обязательств. Резюме всемирного доклада по мониторингу образования Année de publication: 2017 Auteur institutionnel: UNESCO Во второй публикации из серии Всемирного доклада по мониторингу образования (ВДМО) за 2017 год был продолжен анализ прогресса в достижении цели в области устойчивого развития, касающейся образования (ЦУР 4) и выполнения десяти предусмотренных в рамках этой цели задач. Кроме этого, задач, связанных с образованием и включенных в Повестку дня в области устойчивого развития.Наряду с этим в документе рассматриваются аспекты, касающиеся подотчетности в сфере образования, в частности, анализируются возможности повышения всеми вовлеченными сторонами эффективности, действенности и справедливости предоставляемых образовательных услуг. Доклад включает обзор различных механизмов, используемых для обеспечения подотчетности правительств, школ, учителей, родителей, международных организаций и частных структур в интересах всеохватности, справедливости и качества образования.На основе оценки эффективности подходов, существующих в вопросах подотчетности, и анализа внешних факторов, которые могут влиять на эту эффективность, в ВДМО 2017/18 гг. были сформулированы конкретные рекомендации, направленные на укрепление систем образования. [요약본] 교육의 책무성: 우리의 공약을 어떻게 이행할 것인가; 세계 교육 현황 보고서 2017/8 Année de publication: 2017 Auteur institutionnel: 유네스코 두 번째로 발간되는 세계 교육 현황 보고서는 유엔 지속가능발전목표의 교육 목표를 향한 전 세계적 이행 현황에 대한 최신 증거를 제시합니다.여전히 수억 명의 사람들이 학교에 다니지 못하고, 많은 이들이 학교에서 최소한의 기술을 습득하지 못하고 있습니다. 이것은 현 교육 시스템이 글로벌 목표를 달성하기 위한 올바른 방향으로 나아가지 못하고 있음을 나타냅니다. 현재 소외 계층이 이러한 여파를 가장 크게 받고 있지만, 정책 입안자가 이들의 필요에 충분히 주의를 기울인다면 이들이 가장 큰 혜택을 받을 수도 있습니다. 이러한 과제에 직면해 있고 예산 부족 및 돈에 합당한 결과 지향적 가치의 강조에 어려움을 겪고 있는 국가들은 해결책을 모색하고 있습니다. 대부분의 경우 책무성 증진이 최우선 해결책으로 명시되고 있습니다.2017/8 세계 교육 현황 보고서 요약본은 교육의 책무성에 대한 모든 접근법을 보여 줍니다. 이 보고서는 책무성에 대한 개념이 낯선 국가 및 교육에 대한 권리 침해가 문제시 되지 않는 국가에서부터 책무성이 그 자체로 포괄적이고 공평한 양질의 교육과 평생 학습을 위한 수단이 아닌 목적이 된 국가까지를 포괄합니다.본 보고서는 교육이 공동의 책임이라는 점을 강조합니다. 교육에 대한 기본적인 책임은 정부에 있지만, 학교, 교사, 학부모, 학생, 국제기구, 민간 부문 제공자, 시민사회 및 미디어 등 모든 주체는 교육제도 향상을 위한 역할을 지닙니다. 본 보고서는 투명성과 정보 가용성의 중요성을 강조하지만 자료 사용 방법에 대한 주의를 촉구합니다. 협소하게 정의된 결과와 처벌적 제재에 대한 불균형적 집중은 책무성 시스템을 회피하게 만드는 경우를 만듭니다. 여러 책무성 도구들이 존재하는 시대에 본 보고서는 어떠한 도구가 효과가 있고 그렇지 않은지에 대한 분명한 증거를 제시하고 있습니다.