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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. 
차기 교육과정과 평화･세계시민교육 Année de publication: 2021 Auteur institutionnel: 한국교육과정평가원 2021년 2월 16일 유네스코 아태교육원과 한국교육과정평가원이 공동 개최한 온라인 토론회 “차기 교육과정과 평화·세계시민교육” 자료집이다. 2015 개정 교육과정에서 ‘평화와 세계시민성’을 강화하기 위한 방안 및 논의 내용을 정리하였다. 
The Sustainable development goals report 2016 Année de publication: 2016 Auteur institutionnel: United Nations (UN) This inaugural report on the global Sustainable Development Goals (SDGs) is a first accounting of where the world stands at the start of our collective journey to 2030. The report analyses selected indicators from the global indicator framework for which data are available as examples to highlight some critical gaps and challenges. The list of SDG indicators agreed upon by the UN Statistical Commission in March 2016 will be subject to refinements and improvements as methods and data availability improve. Every journey has a beginning and an end. Plotting that journey and establishing key milestones along the way requires accessible, timely and reliable disaggregated data. The data requirements for the global indicators are almost as unprecedented as the SDGs themselves and constitute a tremendous challenge to all countries. Nevertheless, fulfilling these requirements through building national statistical capacity is an essential step in establishing where we are now, charting a way forward and bringing our collective vision closer to reality 
EIU Best Practices Series No. 3: The Context of Education for a Culture of Peace in Vietnam General Education Schools Année de publication: 2006 Auteur institutionnel: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.3 introduces a research study conducted to examine Vietnam’ general educational schools for culture of peace education. Upon assessment of interviews and surveys undertaken by educators and students from five schools, the result indicated that education for culture of peace was practiced through both academics and extracurricular activities. 
EIU Best Practices Series No. 4: Implementation of Civic Approach for Development of Positive School Environment and a Culture of Peace Année de publication: 2006 Auteur institutionnel: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.4 is an experimental research conducted by the Information and Research Center to promote culture of peace and teaching and learning outcomes that support positive development of school environment. Three pilot schools in Kazakhstan were analyzed upon implementation of teacher training workshops, instructional materials, and programs in civic and human rights education. 
EIU Best Practices Series No. 6: Practical Research on Current Issues: Studies on Global Perspectives in Schools in Japan Année de publication: 2007 Auteur institutionnel: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.6 is a research undertaken on two schools of Japan and Korea, in which students were tasked to conduct research on bilateral conflict issues and devise suggestions for peaceful resolution. Besides classroom discussions and presentations, student exchange visit further allowed active learning and engaging of issues, historical awareness and perception, and mutual understanding as global citizens. 
EIU Best Practices Series No. 7: Inculcating School Responsibility in Thai Youth: A Case Study on Sister Schools Project Network under UNESCO ASPNet Année de publication: 2007 Auteur institutionnel: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.7 is a case study of two Thai schools within the Sister Schools Project Network, which is under the UNESCO ASP NET and UNESCO Club. As schools visited other schools in the network, students became involved in fundraising to support one another, thereby naturally acquiring invaluable team building skills, intercultural understanding, and social responsibility. This case shows that sister school network system can foster values of sharing, caring, and loving, despite socio-economic disparity among students. 
‘공존과 상생’의 2021 평화·세계시민교육 기본계획 Année de publication: 2021 Auteur institutionnel: 서울특별시교육청 본 자료는 서울특별시교육청의 2021 평화·세계시민교육 기본계획안으로, 서울 관내 초·중·고등학교를 대상으로 세계시민교육 현황을 조사 및 분석하고 2021학년도 세계시민교육의 향후 과제 및 세부추진계획을 제시하였다. 
EIU Best Practices Series No. 20: Education for International Understanding through In-service Training: Uzbekistan Experience Année de publication: 2010 Auteur: Mukhamadjon Aliyev Auteur institutionnel: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.20 introduces EIU projects undertaken by the Avloni In-Service Teacher Training Institute in Uzbekistan. The programme integrates EIU concepts into the public education through in-service training programs, promotes EIU concepts in different subjects and projects, and broadcasts good practices in the field of global citizenship education nationwide. Although it is still in the process of improvement, the programme is expected to raise awareness of EIU and empower education managers, principals and teachers in Uzbekistan. 
The Role of Education in Addressing Future Challenges Année de publication: 2020 Auteur institutionnel: Bridge 47 This report, ‘The role of Education in addressing future challenges’, was prepared in response to UNESCO’s Futures of Education consultation. Through this initiative, UNESCO proposes to consider the role of education as a common good in 2050 and beyond. In other words, education is key to building a more sustainable planet and equal societies. In this report, Bridge 47 will focus on the role of education that is transformative and value-based to adapt and respond to the multiple challenges the world is currently facing. Bridge 47 considers as transformative any education that fosters global citizenship, sustainable development, human rights, equality, peace and cultural diversity, as captured in Target 4.7. of the Sustainable Development Goals.Bridge 47 sees education from a holistic perspective, ie. learning that is lifelong and extends beyond formal learning, and life-wide, that takes place in a multitude of contexts and environments. Formal, non-formal and informal learning all have a key role to play.