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Rapport de synthèse sur l'application par les États membres de la Recommandation de 1974 sur l'éducation pour la compréhension, la coopération et la paix internationales et l'éducation relative aux droits de l'homme et aux libertés fondamentales Année de publication: 2013 Auteur institutionnel: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. Сводный доклад о выполнении Рекомендации 1974 г. о воспитании в духе международного взаимопонимания, сотрудничества и мира и о воспитании в духе уважения прав человека и основных свобод Année de publication: 2013 Auteur institutionnel: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. 关于1974年《关于促进国际了解、合作与和平的教育以及关于人权与基本自由的教育的建议书》执行情况的综合报告 Année de publication: 2013 Auteur institutionnel: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. 
Report on the Social Monitoring of the Legislation and Law Enforcement Practices of the Local Police Service in the Area of Preventing Domestic Violence in the Republic of Kazakhstan Année de publication: 2017 Auteur: S.V. Korneytchuk | N.S. Gladyr Auteur institutionnel: OSCE. Programme Office in Astana This monitoring focuses on evaluating and forecasting the legislation by means of identifying contradictions in the legislation, obsolete, corruption-generating and ineffectively implemented statutes, as well as the drafting of proposals on improving the legislation and mechanisms of its implementation by units of the local police service. This edition was published with the financial support of the OSCE Programme Office in Nur-Sultan as part of the project entitled “Social Monitoring of the Legislation and Law Enforcement Practices of the Local Police Service in the Area of Preventing Domestic Violence in the Republic of Kazakhstan”. 
دور اليونسكو ومسؤولياتها في وضع تعليم المواطَنة العالمية موضع التطبيق وتعزيز التعليم من أجل السلام وحقوق الإنسان والتعليم من أجل التنمية المستدامة Année de publication: 2015 Auteur institutionnel: UNESCO This document is an addendum to document 196 EX/32. This item was included in the provisional agenda of the 196th session of the Executive Board at the request of Austria and Italy 
Education for Global Citizenship Education & Sustainable Development: Content in Social Science Textbooks Année de publication: 2016 Auteur: Patrica Bromley | Julia Lerch | Jeremy Jimenez Auteur institutionnel: UNESCO In times of violence and egregious destruction of human lives and the natural world, our recognition of the need for education that promotes peace and justice becomes particularly pressing. This background report reviews the state of existing research and data on relevant sustainable development content in social science education in countries around the world. Specifically, it examines the extent to which textbook content could help learners acquire the knowledge, skills, and values needed to meet goal 4.7 of the United Nation’s Sustainable Development Goals: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” It reviews relevant literature and analyzes three cross-national, longitudinal databases containing information coded from textbook content to assess the current state of knowledge. The paper concludes by indicating where future research efforts are most needed, identifying geographic and substantive needs, and considering monitoring mechanisms that could encourage on-going evaluation and monitoring of textbook content. 
World citizenship education and teacher training in a global context: Canada, India and South Africa Année de publication: 2011 Auteur: George Cappelle | Gary Crippin | Ulla Lundgren Auteur institutionnel: Children's identity and Citizenship in Europe (CICE) In this study we change our focus from a European setting to a global one. We were interested to see how our observations from the first study would be reflected in a more global context with focus on the cases of Canada, India and South Africa looking at both the models for world citizenship education and the influence of contextual factors.In choosing these countries we were interested in:Countries on different continentsCountries in different stages of national, social and economic developmentCountries in which there was considerable diversity in the populationCountries in which citizenship and world citizenship education was seen as an important priorityCountries, because of the limitations of researchers, which used English as a primary language.In addition to background research we asked for assistance from professors in the field of teacher education in the three countries to provide us with information on key questions related to citizenship education and teacher training. Mondiale l'éducation civique et la formation des enseignants dans un contexte mondial: le Canada, l'Inde et l'Afrique du Sud Année de publication: 2011 Auteur: George Cappelle | Gary Crippin | Ulla Lundgren Auteur institutionnel: Children's identity and Citizenship in Europe (CICE) Dans cette étude, nous changeons notre objectif d'un cadre européen pour une approche globale. Nous nous sommes intéressés de voir comment nos observations de la première étude serait reflétée dans un contexte plus global en mettant l'aCECnt sur les cas du Canada, l'Inde et l'Afrique du Sud qui cherchent à la fois les modèles pour l'éducation à la citoyenneté mondiale et l'influence des facteurs contextuels. Dans le choix de ces pays, nous étions intéressés à: ● Les pays sur différents continents ● pays à différents stades de développement national, social et économique ● Les pays dans lesquels il y avait une grande diversité dans les populations ● Les pays dans lesquels la citoyenneté et la citoyenneté mondiale l'éducation a été considérée comme une priorité ● importants pays, en raison des limitations des chercheurs, qui ont utilisé l'anglais comme langue principale. Outre la recherche de fond, nous avons demandé l'aide de professeurs dans le domaine de la formation des enseignants dans les trois pays pour nous fournir des informations sur des questions clés liées à l'éducation à la citoyenneté et à la formation des enseignants. 
Connecting Classrooms through Global Learning: Education for Sustainable Development and Global Citizenship; Preparing Pupils for Life in an Interconnected World Année de publication: 2020 Auteur institutionnel: British Council | UK aid This resource contributes to the development of pupils’ core skills, enabling them to think critically, to consider how to resolve problems, to take informed and reflective action and to develop personal leadership skills. During the course, pupils will analyse global issues, and will plan, implement and evaluate action. This course can be linked to a variety of curriculum areas, including English, Social Studies, Geography, Modern Foreign Languages, Maths, History and Art and Design. It can be used with or without an overseas partner school. 
Global education in Lithuania: challenges and opportunities Année de publication: 2014 Auteur: Indrė Augutienė | Zina Baltrėnienė Auteur institutionnel: Lithuanian Development Education and Cooperation Network of Non-governmental Institutions (Association LITDEA) | Lithuanian National Non-Governmental Development Cooperation Organisations‘ Platform (NGDO Platform) The publication has been produced implementing the project ‘‘Quality Partnership for Development-EU Presidency project for the Lithuanian EU Presidency, 2013“ (no. DCINSA ED/2013/319-124). Today we live in a constantly changing world which is bound by the spirit of relations between people, countries and cultures and which presents various challenges and opportunities. Every day we have to solve numerous economic, social and environmental issues connecting us with other countries, their cultures and citizens and providing an opportunity for all of us to become part of a global society.In order to accept the opportunities provided by the globalisation processes and cope with the emerging challenges it is necessary to create the conditions for people to acquire the knowledge on global realities, emerging global development problems and to relate them with their own life. It is also important to provide the opportunities for people to acquire the skills and enhance own values facilitating active global citizenship and responsibility. Global problems increasingly impact on the lives of everybody throughout the world, therefore we must realise that we are part of the world with the still prevailing poverty, social inequality, climate change and global warming problems. In the current society it is especially important to ensure that different forms of education enhance people‘s understanding about the above challenges and their impact on personal, communal, national and global development.Global Education is directed toward formation and development of people‘s skills, knowledge and values facilitating understanding and response to the challenges of the 21st century. So far the concept of Global Education was not validated in any national documents. Today non-governmental organisations are actively discussing this issue with the academic society and with the Ministries of Foreign Affairs/and Education and Science representing the state in the above area. Besides, Lithuania has not developed a uniform Global Education strategy yet, but the dimension of Global Education is included in several specific national policy documents. In view of this, this article reviews the prerequisites for integration of global education set forth in the main legal acts defining Lithuania‘s sustainable development, development cooperation and education. This document provides a review of the Global Education concept, prerequisites for its implementation and description of the current situation in Lithuania. It also includes the proposals for a successful development of Global Education activities in our country.