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UNESCO Regional consultation in sub-saharan Africa: Why teach about genocide? The example of the Holocaust, 10-11 Septembre 2012, Cape Town, South Africa: report Année de publication: 2013 Auteur institutionnel: UNESCO The rst UNESCO consultation on « Why Teach about Genocide? The Example of the Holocaust » was organized following the UNESCO General Conference resolution 34C/61 on Holocaust Remembrance. The consultation of Member States is part of a series of initiatives launched by UNESCO to promote education about the Holocaust and other genocides, in particular with a view to contributing to the prevention of genocide and mass atrocities and promoting education for peace.The consultation took place in Cape Town, South Africa, on 10-11 September 2012 in the presence of senior representatives from the Ministries of Education of 14 countries in Sub-Saharan Africa. The following countries were represented: BENIN, BURUNDI, DEMOCRATIC REPUBLIC OF THE CONGO, CÔTE D’IVOIRE, ETHIOPIA, REPUBLIC OF MAURITIUS, NAMIBIA, KENYA, RWANDA, SENEGAL, SOUTH AFRICA, TANZANIA, TOGO and ZAMBIA. Experts in Holocaust and genocide studies from various countries and institutions were invited to present key issues throughout the consultation and participate in the discussions. The consultation was supervised by the Education Sector of UNESCO/Division of Education for Peace and Sustainable Development/Section of Education for Peace and Human Rights and UNESCO Regional Bureau for Education in Africa (BREDA, Dakar, Senegal)The main purpose of the meeting was to discuss how the history of the Holocaust, and more generally the history of genocide, could be included in the curricula of participating countries. The meeting also clari ed various conceptual and pedagogical issues, and paved the way for further cooperation between UNESCO and participating Ministries of Education on how to launch new educational programmes in interested countries. 
دليل المعلم حول منع التطرف العنيف Année de publication: 2016 Auteur institutionnel: UNESCO إنه دليل اليونسكو الأول للمعلم حول منع التطرف العنيف من خلال التعليم. جرى تطوير هذه الوثيقة استجابة فورية لحاجات الدول الأعضاء في اليونسكو، كما جاء في القرار التاريخي،20151 EX/197 رقم 46 الذي اتخذه المجلس التنفيذي لليونسكو في تشرين الأول/أكتوبر ويدعو فيه المنظمة إلى تعزيز قدرتها لتوفير المساعدة للبلدان الساعية إلى تقوية استجابة قطاعها التربوي للتطرف العنيف، بما فيه بواسطة برامج التربية العالمية على المواطنة القائمة على حقوق الإنسان، مع مراعاة السياقات الوطنية...بغية ضمان انطباق دليل المعلمين هذا على مختلف السياقات الجغرافية والاجتماعية والثقافية، فقد جرى وضعه بعد عملية تشاورية موسعة مع خبراء ومعلمين من المناطق المختلفة، كما اختبرته ميدانياً الأطراف التربوية المعنية في البلدان المختلفة بالتالي، و يمكن استخدامه كما هو، أو اعتباره نموذجاً يحتاج إلى أن يوضع في سياقه، ويترجم بغية تلبية حاجات المتعلمين المحددة.... في المرحلة العليا من التعليم آخذين هذا في الاعتبار، جرى وضع هذا الدليل للمعلمين في المرحلة العليا من التعليم الابتدائي، والمرحلة الدنيا والمرحلة العليا من التعليم الثانوي. كما تم تطويره مع الأمل بتمكنه من من دعم جهود المعلمين في الأطر التربوية النظامية وغير النظامية....ويسعى هذا الدليل بشكل خاص إلى: تقديم النصائح العملية حول متى وكيف تُناقش مسألة التطرف العنيف مع المتعلمين... ومساعدة المعلمين في تأمين مناخ عام في الصف الدراسي يفضي إلى الحوار المحترم والنقاش المفتوح والتفكير النقدي. عناوينه الرئيسة: حول التطرف العنيف، إدارة المناقشات في قاعة الصف، الرسائل الأساسية الواجب إيصالها، الأسئلة الأكثر طرحا ومراجع. A Teacher's Guide on the Prevention of Violent Extremism Année de publication: 2016 Auteur institutionnel: UNESCO The Guide aims to support teachers in offering young people relevant and timely learning opportunities to develop knowledge, skills and attitudes that build their resilience to violent extremist propaganda. It focuses on providing practical advice on when and how to discuss the issue of violent extremism and on creating a classroom climate that is inclusive and conducive to respectful dialogue, open discussions and critical thinking. Guide du personnel enseignant pour la prévention de l’extrémisme violent Année de publication: 2016 Auteur institutionnel: UNESCO Ce Guide a pour objectif d’aider les enseignants à offrir aux jeunes des possibilités d’apprentissage pertinentes et opportunes pour développer les connaissances, compétences et attitudes nécessaires pour renforcer leur résilience face à la propagande violente extrémiste. Il contient des conseils pratiques pour aborder la question de l'extrémisme en classe de manière pertinente et au moment adéquat, ainsi que sur les conditions à mettre en place pour créer un climat inclusif et propice au respect mutuel, à des discussions ouvertes et à l'exercice d'une pensée critique. 폭력적 극단주의 예방을 위한 교사 지침서 Année de publication: 2016 Auteur institutionnel: UNESCO 이것은 유네스코 최초의 교육을 통한 ‘폭력적 극단주의 예방을 위한 교사지침서(Teacher's Guide on the Prevention of Violent Extremism)’이다. 이 문서는 2015년 10월 유네스코 집행이사회가 채택한 결정문(197/EX Decision 46)안에 언급된 것으로서 유네스코 회원국의 요구에 직접 반응하기 위하여 개발되었으며, 국제 기구가 인권 중심의 글로벌시민교육(GCED) 프로그램을 통해 폭력적 극단주의에 대한 교육 부분에서의 대응을 강화하고, 각국의 상황을 염두하여 국가적인 지원과 도움을 제공하는 능력을 향상시킬 것을 요구하고 있다. 따라서 본 지침서는 교육 부문과 관련하여 유네스코가 유엔 사무 총장의 폭력적 극단주의를 예방하기 위한 행동 계획을 실행하는 데에 있어서 처음으로 기여한 것으로 여겨진다. 그리고 이 지침서와 더불어 현재 교육부 내의 교육 정책 결정자를 위한 기구(Organization for Education Policy-Makers)에서는 기술적 지침을 개발 중이다. 이 지침은 포괄적이고 실용적인 교육 부문 차원의 대응을 통해 폭력적 극단주의의 동인(動因)이 되는 것들을 다루기 위한 국가적 역량을 구축하고 강화시키는 데 도움을 줄 수 있는 일련의 자원들을 국가에 제공하고자 한다. 각양 각색의 지리학적 및 사회 문화적 맥락 안에서 본 교사지침서가 타당성을 갖추기 위하여 여러 지역의 전문가와 교사, 그리고 선택된 국가의 교육 분야 이해 관계자들이 현장에서 실시한 광범위한 상담 과정을 거쳐 개발되었다. 그러므로 이 지침서는 학습자의 특정 요구에 부응하기 위해서, 더욱 맥락화 시키고, 적용시키고, 번역하는 프로토타입으로 간주하거나 이 자체를 그대로 사용할 수 있다. 
Water and peace for the people: possible solutions to water disputes in the Middle East Année de publication: 2008 Auteur institutionnel: UNESCO This book proposes practical and objective solutions to the entrenched water conflicts in the Middle East. The author reveals and clarifies the complexity of the water conflicts, drawing on years of experience facilitating and chairing water negotiations in the region. The bottom line is: Unless the countries involved co-operate, the consequences will be devastating. The lack of plentiful and clean water for the people will not only result in severe human suffering, but could also have grave geopolitical consequences. 
Keeping Girls in the Picture: Youth Advocacy Toolkit Année de publication: 2020 Auteur institutionnel: UNESCO | Global Education Coalition The COVID-19 pandemic has caused the largest school closures and education disruption in history, with more than 1.5 billion students affected at the height of the crisis. Over 767 million of these students were girls.Now, another major challenge is looming. Over 11 million girls – from pre-primary to tertiary education - may not return to school in 2020. This alarming number not only threatens decades of progress made towards gender equality, but also puts girls around the world at risk of adolescent pregnancy, early and forced marriage, and violence. For many girls, school is more than just a key to a better future. It’s a lifeline.This is why UNESCO and members of the Global Education Coalition’s Gender Flagship are launching a new #LearningNeverStops campaign focusing on ‘keeping girls in the picture.’The campaign calls for efforts to safeguard progress made on girls’ education, ensure girls’ learning continuity during school closures, and promote girls’ safe return to school once these reopen. It also sheds light on the 130 million girls who were already out of school before the pandemic, and calls on the international community to urgently work together to guarantee their right to education. 
Keeping Girls in the Picture: Community Radio Toolkit Année de publication: 2020 Auteur institutionnel: UNESCO | Global Education Coalition This toolkit is to help you to get stories and messages about this vital issue out to your audience. We want it to make an impact on people’s lives. We hope this toolkit will support you in creating exciting and memorable content for community radio programmes wherever you are.This toolkit contains the messages and facts from the global campaign. It has not been tailored for any specific region, country or area. We count on you to consider how to make this campaign most relevant to your audiences - drawing on local data and voices from your communities.The toolkit suggests several types of shows that community radio stations can create. If you want to include specific facts and statistics about your country, area or community, please work with organizations in your local network that can help. 
Human rights: questions and answers Année de publication: 2009 Auteur: Leah Levin Auteur institutionnel: UNESCO This 5th edition presents an overview of the scope and content of international human rights law, procedures to monitor its implementation, organizations and institutions working for human rights, major international events, as well as new developments and challenges. It also offers a brief commentary on the articles of the Universal Declaration of Human Rights explaining their meaning and providing examples on their practical implications. A permanent feature of this publication, and one of the reasons of its success, are the cartoons of Plantu, a well-known French political cartoonist and a devoted human rights activist. 
World social science report, 2016: Challenging inequalities; pathways to a just world Année de publication: 2016 Auteur institutionnel: UNESCO Never before has inequality been so high on the agenda of policy-makers worldwide, or such a hot topic for social science research. More journal articles are being published on the topic of inequality and social justice today than ever before. This Report draws on the insights of over 100 social scientists and other thought leaders from all over the world, across various disciplines, to emphasize transformative responses to inequality at all levels, from the grass roots to global governance. Too many countries are investing too little in researching the long-term impact of inequality on the sustainability of their economies, societies and communities. Unless we address this urgently, inequalities will make the cross-cutting ambition of the Sustainable Development Goals (SDGs) to ‘leave no one behind’ by 2030 an empty slogan.