Ressources
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Addressing Anti-semitism in Schools: Training Curriculum for Vocational Education Teachers Année de publication: 2020 Auteur institutionnel: UNESCO | OSCE. Office for Democratic Institutions and Human Rights This OSCE/ODIHR and UNESCO co-publication aims to help vocational school teachers to prevent and respond to anti-Semitism. The curriculum, intended for teacher trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors. 
Innovating Technical and Vocational Education and Training: A Framework for Institutions Année de publication: 2020 Auteur institutionnel: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Global developments including the transition to greener economies, the application of digital technologies in the world of work, and the COVID-19 pandemic, amongst others, are changing the way we live and work. These developments are driving technical and vocational education and training (TVET) systems to improve their capacity to identify the future skills demands and to expand access to skills development opportunities. As TVET adapts itself to the impacts of significant social, environmental, and economic disruptions, innovative practices emerge with the potential to rejuvenate the future of skills development. Schools, training centres and colleges have the potential to play a leading role to drive innovation in their local skills and innovation ecosystem.This practical guide provides a systematic, institution-wide, measurable and evidence-based methodology that enables TVET institutions to streamline innovation into their strategic planning, products and services, ecosystem engagement, and teaching and learning processes. 
Career guidance and counselling: the bridge from secondary school to tertiary education; a review of current guidance and counselling programmes and practices in Malawi and their support in promoting technical and vocational training for girls Année de publication: 2017 Auteur institutionnel: UNESCO The objective of this report is to identify and review existing career G&C programmes and practices in secondary schools in Malawi. The review assesses to what extent such programmes and practices create an awareness of the importance of technical careers and how graduates from the secondary schools can access TEVET. Additionally, it assesses whether any affirmative action measures or approaches are used to increase girls’ interest in and applications to enter technical colleges. 
Culture | 2030 Indicators: Thematic Indicators for Culture in the 2030 Agenda Année de publication: 2019 Auteur institutionnel: UNESCO The Culture|2030 Indicators is a framework of thematic indicators whose purpose is to measure and monitor the progress of culture’s enabling contribution to the national and local implementation of the Goals and Targets of the 2030 Agenda for Sustainable Development (SDGs). The methodology is developed to assist countries and cities with very different capacities regarding the collection of data and cultural statistics. The evidence gathered will inform policies and decisions as well as operational actions enabling greater investments in culture as a sector of activity and a greater recognition of its transversal role across other sectors. 
학습의 인본주의적 미래: 유네스코 석좌와 유니트윈의 시각에서 Année de publication: 2020 Auteur institutionnel: UNESCO 유네스코의 ‘교육의 미래’(Futures of Education) 이니셔티브는 교육을 다시 생각해보고 교육의 미래를 만들어가는 것을 목표로 한다. 이 이니셔티브는 복잡성, 불확실성, 불안정성이 증가하는 세계에서 지식, 교육, 학습은 어떻게 재구상되어야 하는가라는 문제에 대한 전세계적 논의를 촉진하고 있다. 이 책은 현재 115개 이상의 국가의 800개 이상의 고등교육기관으로 구성된 광범위한 글로벌 네트워크를 대표하는 유니트윈/유네스코 석좌프로그램(UNITWIN/UNESCO Chairs Programme)이 교육의 미래 이니셔티브에 제출한 글들을 일차적으로 정리해 엮은 것이다. 이 책은 인류와 지구의 미래를 위해 교육의 비전과 목적을 재설정할 때 고려해야 할 핵심적 차원들을 조명하는 글들을 담고 있다. 이 글들은 사회적·환경적 지속가능성 강화에 있어 문화의 역할; 미래 세대 육성에 필요한 가치와 태도; 건실한 공교육 및 기타 학습공간의 중요성; 디지털 시대에 인간의 창의력과 역량을 강화할 필요성과 지식을 창출하고 세상을 변화시키는 데 필요한 혁신을 주도하는 고등교육의 역할 등 중요 영역에 더욱 초점을 맞출 것을 촉구한다. 
Mapping of Media Literacy Practices and Actions in EU-28 Année de publication: 2016 Auteur institutionnel: European Audiovisual Observatory | Council of Europe The European Audiovisual Observatory provides the first major mapping of media literacy initiatives in Europe. A detailed analysis of the main trends is based on a selection of 547 projects imprelemented across EU member states.The authors found that initiatives to develop 'critical thinking' were the most prevalent, followed by 'media use' covering projects which aim to improve our ability to search, find and navigate and use media content and services.Other major findings include the very active role played by civil society with 'extra-curricular projects aimed at 'teens and older students' as the main target demographic for media literacy projects.The study is accompanied by a wealth of background media literacy research contained in its 4 annexes, including detailed national summaries, summaries of the 547 featured projects supplemented by 145 detailed case studies. Les futurs humanistes de l’apprentissage: Perspectives des chaires UNESCO et des réseaux UNITWIN Année de publication: 2020 Auteur institutionnel: UNESCO L’initiative de l’UNESCO intitulée Les futurs de l’éducation vise à repenser l’éducation et à façonner l’avenir, en lançant un débat mondial sur la manière de réinventer le savoir, l’éducation et l’apprentissage dans un monde de plus en plus complexe, incertain et précaire. Le présent volume constitue la première collection de contributions soumises à l’initiative Les Futurs de l’éducation de l’UNESCO par le Programme des chaires UNESCO/UNITWIN, un vaste réseau mondial regroupant plus de 800 établissements d’enseignement supérieur dans plus de 115 pays. Les documents de réflexion qu’il contient mettent en évidence les dimensions essentielles à prendre en compte pour ré-imaginer et redéfinir l’éducation dans l’intérêt de l’avenir de l’humanité et de la planète. Cette collection appelle à insister davantage sur un certain nombre de domaines critiques tels que le rôle de la culture dans le renforcement de la durabilité sociale et environnementale, les valeurs et les attitudes nécessaires pour préparer les générations futures, l’importance d’une éducation publique et robuste, ainsi que d’autres espaces d’apprentissage, la nécessité de renforcer la créativité et les capacités humaines à l’ère numérique, ainsi que le rôle de l’enseignement supérieur concernant la génération des savoirs et la conduite de l’innovation nécessaire pour transformer notre monde. 
Review of Comprehensive Sexuality Education in Thailand Année de publication: 2017 Auteur institutionnel: United Nations Children's Fund (UNICEF) | Thailand. Ministry of Education This review of comprehensive sexuality education (CSE) in Thai educational institutions collected data from students, teachers, guardians, school directors and national policy advocacy stakeholders. Standard international data collection tools were used, with the hope that important information could be gathered to guide the development of school-based CSE implementation in Thailand. The review aims to increase understanding about how CSE is being implemented in Thai general secondary schools and vocational colleges and to examine the values and attitudes of teachers, school directors, students, and parents on sexuality and sexuality education. It also analyses policies relevant to current national strategies of CSE implementation and documents successes and gaps in the current provision of CSE in the country. The report, prepared by the Ministry of Education, Thailand, and UNICEF, with inputs from UNESCO Bangkok, is available in English and in Thai. 
Réimaginer l’éducation aux compétences de vie et à la citoyenneté au Moyen-Orient et en Afrique du Nord : Une approche à quatre dimensions et systémique des compétences pour le XXIe siècle ; Cadre programmatique et conceptuel Année de publication: 2017 Auteur institutionnel: UNICEF Middle East and North Africa L’Initiative pour l’éducation aux compétences de vie et à la citoyenneté de la région MENA (LSCE) représente un effort de collaboration étatique et régional en faveur de la réalisation de l’objectif de développement durable (ODD) 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. Elle cherche à reformuler la compréhension traditionnelle de l’éducation aux compétences de vie et à la citoyenneté dans la région, tout en rappelant les questions fondamentales au sujet du but et du rôle de l’éducation dans le développement sociétal qui sont pertinentes dans le contexte actuel.L’Initiative LSCE se concentre sur trois défis interdépendants :Une société du savoir inaccessible, résultat de la mauvaise qualité de l’éducation, du bas niveau des résultats scolaires et d’une équité et inclusion limitées.Une croissance économique en déclin, résultat d’un manque d’aptitudes à l’employabilité, du haut taux de chômage chez les jeunes, de l’inégalité des sexes face à l’accès au marché du travail, du manque de création d’emplois, et d’un environnement économique faible.Une faible cohésion sociale, résultat de l’escalade de la violence et de la radicalisation tout autant que d’un faible engagement civique. 
Analytical Mapping of Life Skills and Citizenship Education in the Middle East and North Africa Année de publication: 2017 Auteur institutionnel: UNICEF Middle East and North Africa The Analytical Mapping of the Life Skills and Citizenship Education in MENA provides a multi-stakeholder view of the status of life skills and citizenship education in MENA and the corresponding vision for the region. It aims to provide an analytical overview of Life Skills and Citizenship Education (LSCE) related intervention in the region. Through analyzation, it also attempts to highlight general challenges encountered in the programming of LSCE, as well as focus on opportunities for LSCE in MENA national education systems.