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EIU Best Practice Series No. 5: Peace and human rights education through education for sustainable development: lessons from four case studies in the Philippines Année de publication: 2007 Auteur institutionnel: APCEIU The four case studies showed that EIU through peace and human rights education in the context of education for sustainable development can build a critical mass of Filipinos who will reject wars and promote social security. Education can play a role to direct the children, youth, and adults toward peace building and better understanding of cultural differences. It should also be noted that when institutions adopt a peace culture, establishing local and international organizations and putting up resources for various peace-building initiatives become possible. Educational intervention can effect changes in the minds of men and build a lasting and substantive foundation for peace based on justice and respect for human rights. La paix et les droits de l'éducation par l'éducation pour le développement durable: les leçons de quatre études de cas aux Philippines (Meilleure série ECI de cas d'étude no. 5) Année de publication: 2007 Auteur institutionnel: APCEIU Les quatre études de cas ont montré que ECI par l'éducation de la paix et les droits de l'homme dans le contexte de l'éducation pour le développement durable peut constituer une masse critique de Philippins qui rejettent les guerres et promouvoir la sécurité sociale. L'éducation peut jouer un rôle pour diriger les enfants, les jeunes et les adultes vers la construction de la paix et une meilleure compréhension des différences culturelles. Il convient également de noter que lorsque les institutions adoptent une culture de la paix, la création d'organisations locales et internationales et de mettre en place des ressources pour diverses initiatives de consolidation de la paix deviennent possibles. L'intervention éducative peut effectuer des changements dans l'esprit des hommes et de construire une base durable et de fond pour la paix fondée sur la justice et le respect des droits de l'homme. 
Address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the Award Ceremony of the 2004 UNESCO Prize for Human Rights Education; Bangkok, Thailand, 23 March 2005 Année de publication: 2005 Auteur institutionnel: UNESCO. Director-General, 1999-2009 (Matsuura, K.) This speech was given by Mr Koïchiro Matsuura, Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO) on the occasion of the Award Ceremony of the 2004 UNESCO Prize for Human Rights Education. Discours de M. Koïchiro Matsuura, Directeur général de l'UNESCO, à l'occasion de la cérémonie de remise du Prix UNESCO 2004 de l'éducation aux droits de l'homme; Bangkok, Thaïlande, le 23 Mars 2005 Année de publication: 2005 Auteur institutionnel: UNESCO. Director-General, 1999-2009 (Matsuura, K.) Ce discours a été prononcé par M. Koïchiro Matsuura, Directeur général de l'Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) à l'occasion de la cérémonie de remise du Prix UNESCO 2004 de l'éducation aux droits de l'homme. Human rights education: learning counts! Année de publication: 2006 Auteur institutionnel: UNESCO This poster was originally published in 2006 and reissued for UNESCO Works for Human Rights: a Poster Exhibition on the Street, held at UNESCO, Paris, 2 December 2008 to 27 February 2009. Éducation sur droits de l'homme: les chiffres d'apprentissage! Année de publication: 2006 Auteur institutionnel: UNESCO Cette affiche a été initialement publié en 2006 et réédité pour l'UNESCO Works pour les droits de l'homme: une exposition d'affiches sur la rue, tenue à l'UNESCO, Paris, le 2 Décembre 2008 au 27 Février de 2009. 
A Guide for Gender Equality in Teacher Education Policy and Practices Année de publication: 2015 Auteur: María C. Arango Restrepo | Esther Corona-Vargas Auteur institutionnel: UNESCO Transforming the culture of teacher education institutions and making them gender-sensitive entities is a daunting task. However, it is not an impossible task. Understanding gender and applying gender mainstreaming are critical foundations for fostering social cohesion that goes beyond teacher education institutions and the school. Teachers are increasingly expected to play crucial roles in preparing young people to face the future with confidence, purpose, responsibility and gender sensitivity. Teacher education institutions must be ready to provide the enabling environment and training and continuing education for the development of knowledge, values, skills and gender-responsive practices that the teachers need in the 21st century.This Guide, through its ten Modules, takes the reader through step by step on how gender can be mainstreamed in all areas of teacher education and training: from policy and planning, administration and management, gender-responsive budgeting, social services, the environment, curriculum, pedagogy, research, and to advocacy. Through this Guide, teacher educators are also reminded what teachers must know and be able to do in order to promote gender equality through education. The Modules can be used individually or comprehensively depending on the situation and context of countries.This Guide is dedicated to all teacher educators, whose intellectual rigour and tireless efforts to foster enabling environments for inclusive and gender sensitive education, are indispensable for success in continuing education. 
Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century Année de publication: 2014 Auteur institutionnel: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives.The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. Educación para la Ciudadanía Mundial: Preparar a los Educandos para los Retos del Siglo XXI Année de publication: 2014 Auteur institutionnel: UNESCO Esta publicación explora una serie de condiciones favorables para la promoción y la puesta en práctica de la ECM. Entre estos se incluyen: la existencia de un entorno abierto para los valores universales, la aplicación de pedagogía transformativa y el apoyo a las iniciativas dirigidas por los jóvenes. El estudio reconoce que hay una serie de tensiones vigentes para con los conceptos de ciudadanía mundial y educación para la ciudadanía mundial. Si bien estas tensiones varían, todas ellas apuntan a la cuestión fundamental de cómo promover la universalidad (p. ej. la identidad, el interés, la participación, el deber comunes y colectivos), respetando al mismo tiempo la singularidad (es decir, los derechos individuales, la superación personal). Se proponen algunas maneras de avanzar para resolver estas tensiones, a la vez que se mantiene que las dificultades que plantean los elementos teóricos de la ECM no deben socavar su práctica. 
Regional Strategy for UNESCO’s Response to the Situation of People on the Move in Latin America and the Caribbean 2019-2021: Working Document Année de publication: 2019 Auteur institutionnel: UNESCO Santiago This document introduces the three priority strategic areas, defined in coherence with those analyzed in the document Background for a Regional Strategy of UNESCO, as well as the components and initiatives of each of them. In addition, the following strategic dimensions are established: coordination and implementation mechanisms, advocacy and communications, planning and financing, and finally, the consolidation of resources, tools and existing publications of UNESCO, a product of the aforementioned intersectoral consultation process.