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Holocaust Education: Lehrplanrecherche, TV-Recherche und Untersuchungen Année de publication: 2011 Auteur: U. Schmidt-Denter | S. Stubig Auteur institutionnel: Universität zu Köln This research report contains a) a review of the conclusions of earlier research on Holocaust education as well as a review of German school curricula, b) an empirical quantitative study of the presence of the Nazi period in German television programmes 1 January 2010 – 31 March 2010, c) a group interview with a history teacher and 28 students from the 10th grade of an Upper Secondary school in Nordrhein-Westfalen. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders.Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at http://www.holocaustremembrance.com/publications. 
Global Inventory of Regional and National Qualifications Frameworks 2017, Vol. I: Thematic Chapters Année de publication: 2017 Auteur institutionnel: European Centre for the Development of Vocational Training (CEDEFOP) | European Training Foundation (ETF) | UNESCO | UNESCO Institute for Lifelong Learning (UIL) The global inventory 2017 further strengthens the knowledge base on developments in national and regional qualifications frameworks, as implemented by countries and regions, by end of 2016. It acts as an observatory of progress in establishing NQFs, as well as the challenges and success factors in implementation. The thematic chapters (Volume I) discuss key trends and policy issues emerging from qualifications frameworks and learning outcomes reforms and developments. Volume II consists of NQF case studies of 100 countries from all continents and seven regional qualifications frameworks (RQF). The case studies look at the educational, social, economic and political context in which an NQF is embedded, main policy objectives, implementation of learning outcomes, stakeholder involvement and institutional arrangements. They also show how NQFs open for and link to validation arrangements, support recognition and learning pathways. They conclude with important lessons and future plans.The global inventory draws on inventories from four agencies: the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the UNESCO Institute for Lifelong Learning (UIL), working and communicating with country officials and experts. It also draws on extensive international research in qualifications reforms, comparability of qualifications, and use of learning outcomes. 
Address by Audrey Azoulay, Director-General of UNESCO, on the occasion of ceremony launching UNESCO's contribution to the 70th anniversary of the UDHR Année de publication: 2017 Auteur institutionnel: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address was delivered by Audrey Azoulay, Director-General of UNESCO, on the occasion of ceremony launching UNESCO's contribution to the 70th anniversary of the UDHR; UNESCO, 11 December 2017. 
ESD in Teacher Education Institutions: Case Studies of Best Practices in Zambia Année de publication: 2017 Auteur: Overson Shumba | Heather Munachonga Auteur institutionnel: Zambia National Commission for UNESCO | Copperbelt University This book is a compilation of case studies on best practices in education for sustainable development in teacher education institutions in Zambia. It contributes to the dissemination of the best practices among the institutions and the wider society. It adds to examples of practices that are relevant to the UNESCO Global Action Programme on Education for Sustainable Development (GAP). The project was coordinated by Professor Overson Shumba at the Copperbelt university in Kitwe and Heather Munachonga, Programme Officer at the Zambia National Commission for UNESCO in Lusaka. The book was made possible with funding and support from UNESCO, Paris, the Ministry of General Education, the Copperbelt University, and the Zambia National Commission for UNESCO. All the institutions were supported by the teacher education institutions and their partners. The book illustrates some of the actions undertaken consistent with pursuit of the education SDG4 target 7. It is expected that this book will lead teacher educators and teachers to come up with further innovations and to integrate them in their professional work. Whole institution actions are encouraged so that best practices as found in this book can permeate and transform all aspects of the institution: the curriculum, teaching, assessment, research, extra-curricular activities, and operations, and must involve everyone, students, workers, lecturers, and the surrounding community. 
التربية على المواطنة وحقوق الإنسان: فهم مشترك للمبادئ والمنهجيات. دليل الأندية Année de publication: 2014 Auteur institutionnel: National Council for Human Rights جاء هذا الدليل استجابة لحاجة ملحة تم رصدها وتشخيصها من خلال التجربة العملية واللقاءات التشاورية مع أندية التربية على المواطنة وحقوق الإنسان في المؤسسات التعليمية. يستهدف هذا الدليل: وضع إطار مرجعي لأندية التربية على حقوق الإنسان من حيث الأهداف المرجعيات والمبادئ والمقاربات من جهة، وضوابط العمل وأدوات وتقنيات التنشيط من جهة ثانية؛ توحيد وتقريب الرؤى وتيسير الفهم والتواصل بين مختلف مكونات الأندية وشركائهم؛ تقديم أرضية لمأسسة وتفعيل الأندية. ويبقى هذا المشروع مفتوحا على الاجتهادات والإغناء والتكييف وفق خصوصيات الجهات والأقاليم والمؤسسات والفئات المستهدفة في إطار احترام الأهداف المنشودة. لذا فإن هذا الدليل جاء ليوحد الجهود ولينسق الرؤى وليستثمر التراكمات والإبداعات والاجتهادات التي بادرت بها مختلف الأطراف المعنية بالموضوع، وليفتح أفقا أرحب لإرساء وتنظيم أندية التربية على المواطنة وحقوق الإنسان. تشمل محتويات الدليل: دوافع التربية على المواطنة وحقوق الإنسان، ومفاهيمها، وتعريف أدوار مؤسسات التنشئة الاجتماعية والتربوية، الحقوق الديمقراطية والفاعلون في الوسط المدرسي، مبادئ الأندية وأهدافها وبناها، وتشغيلها وفاعليتها وتمويلها، وتقنيات العمل، وغيرها. Education on Citizenship and Human Rights: A Common Understanding of Principles and Methodologies; A Guide for Clubs Année de publication: 2014 Auteur institutionnel: National Council for Human Rights This guide responds to an urgent need that was identified and diagnosed during practical experience and consultative meetings with the education on citizenship and human rights clubs in the educational institutions. The guide aims at: developing a reference framework for the education on human rights clubs regarding their objectives, references, principles and approaches, on one side, and for the regulations, tools and techniques of the activities on the other; streamlining and approaching visions and facilitating understanding and communication among the different components of the clubs and partners; providing the ground for the institutionalization and activation of the clubs.The project remains open to different perspectives, enriching and adaptation according to the characteristics of the different regions, institutions and target categories relevant to the project’s objectives. Thus the guide is to streamline efforts, coordinate visions and capitalize on the accumulations, creativeness and perspectives of the different relevant parties and to open up wider horizons for the establishing and the clubs. Contents include: why the education on citizenship and human rights, concepts, definitions, roles of the institutions for social and educational nurturing, democratic rights and active actors in the school, the principles, objectives, structures, operating, efficiency, funding and techniques of clubs, among others. 
دلالات تأثير تهميش التماسك الاجتماعي في المدارس الثانوية في اتجاهات التلامذة السياسية والاجتماعية والمدنية في لبنان Année de publication: 2014 Auteur: شعيب، مهى Auteur institutionnel: Arab Center for Research and Policy Studies ركز اتفاق الطائف (1989) الذي أنهى الحرب الأهلية في لبنان على الدور المهم الذي يمكن التربية أن تؤديه في تعزيز التماسك الاجتماعي . وبناء عليه، طُورت سياسة تربوية تبنّت التربية على المواطنة كأحد الهدفين الرئيسيين لمناهج ما بعد اتفاق الطائف التي دخلت حيز التطبيق في سنة 1997. بعد مرور زهاء العقدين على تطبيق المناهج الجديدة، فإن السؤال الذي يطرح نفسه هو: إلى أي مدى تساهم المدارس والنظام التربوي في تعزيز التماسك الاجتماعي في لبنان؟ وإزاء ازدياد التشاحن الطائفي في لبنان، وبشكل خاص منذ اغتيال رئيس الحكومة السابق رفيق الحريري، وبلوغه الذروة في الاشتباكات المسلحة سنة 2008، تصبح الإجابة عن السؤال أعلاه أكثر إلحاحًا. تعالج هذه الدراسة المقاربات المتّبعة حاليًا في المدارس الثانوية في لبنان لتعزيز التماسك الاجتماعي، وانعكاسات هذه الممارسات على توجهات التلامذة السياسية والطائفية والاجتماعية. وقد شملت عيّنة البحث ٢٤ ثانوية، عشر منها حكومية وتسع خاص، بما في ذلك ثانويات علمانية وأخرى دينية. كما ضمت بعض هذه المدارس طلابًا من طوائف مختلفة، بينما ضمت أغلبيتها طلابًا من طائفة واحدة. وأُجريت مقابلات مع الأساتذة والإدارات للوقوف على سياسات المدارس تجاه موضوع التماسك الاجتماعي. كما طُبّق استبيان لتوجهات الطلاب وآرائهم السياسية والاجتماعية ،وذلك بغية معرفة أثر سياسات المدارس في آرائهم. أظهرت نتائج الدراسة لدى أغلب المدارس مفهومًا ضٌيقًا للتماسك الاجتماعي انحصر في التعددية المذهبية والمواطنة، ولم يشمل مفهوم العدالة الاجتماعية. كما لاحظت الدراسة وجود خمس مقاربات للتماسك الاجتماعي تلازم بعضها مع توجهات طائفية لدى التلامذة. The Implications of the Impact of the Marginalization of Social Cohesion on the Political, Social and Civic Attitudes of in Secondary Schools in Lebanon Année de publication: 2014 Auteur: شعيب، مهى Auteur institutionnel: Arab Center for Research and Policy Studies The Taef Agreement (1989) which put an end to the civil war in Lebanon focused on the role that education could play in consolidating social cohesion. Thus, following the Taef Agreement, the education policy developed adopted education on citizenship as one of the two main objectives of the curricula and which entered into implementation in 1997. Nearly two decades later today, the question is: to what extend do schools and the education system contribute to social cohesion in Lebanon? Considering the escalation in sectarian agitation, especially since the assassination of prime minister Rafiq Hariri, which peaked in the armed clashes in 2008, the answer to this question becomes even more urgent.This study examines the approaches currently practiced in the secondary schools in Lebanon to promote social cohesion and their reflections on the students’ political, sectarian and social attitudes. The sample consisted of 24 secondary schools, 10 public and 14 private, both secular and religious. Some of the schools had students from different sects whereas most of them included student majorities from one and the same sect. Interviews were done with teachers and administrations in order to explore the school policies regarding social cohesion. In addition, a questionnaire was used to explore the of students, their political and social views and to identify the impact of school policies on informing them. The results showed that most schools had a narrow concept of social cohesion that is limited sectarian pluralism and citizenship while social justice was not included. The study also identified five approaches to social cohesion some of which were coupled with sectarian attitudes of students. 
Message from Ms Audrey Azoulay, Director-General of UNESCO, on the occasion of International Day of Commemoration in Memory of the Victims of the Holocaust Année de publication: 2018 Auteur institutionnel: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This message was delivered by Audrey Azoulay, Director-General of UNESCO, on the occasion of International Day of Commemoration in Memory of the Victims of the Holocaust, on 27 January 2018. Message de la Directrice générale de l'UNESCO, Audrey Azoulay, à l'occasion de la Journée internationale dédiée à la mémoire des victimes de l'Holocauste Année de publication: 2018 Auteur institutionnel: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Ce message a été livré par la Directrice générale de l'UNESCO, Audrey Azoulay, à l'occasion de la Journée internationale dédiée à la mémoire des victimes de l'Holocauste, 27 janvier 2018.