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Rapport relatif à l'enquête sur la mise en oeuvre de la Feuille de route pour l'éducation artistique Année de publication: 2010 Auteur institutionnel: UNESCO The Road Map for Arts Education is a reference document that aims to explore the role of arts education in meeting the need for creativity and cultural awareness in the 21st Century, while placing emphasis on the strategies required to introduce or promote arts education in the learning environment. Within this conceptual framework, all UNESCO Member States interested in initiating or developing arts education practices can mould their own national policy guidelines, adapted to their socio-cultural specificities. With the Road Map, UNESCO advocates the essential role of arts education within societies, to create a common ground of understanding for all stakeholders. The development of the Road Map for Arts Education was a lengthy and comprehensive consultation process. The document was first elaborated by a group of experts and UNESCO, then presented at the First World Conference on Arts Education (Lisbon, 2006) and later revised and updated, following recommendations from NGOs and Member States. The Road Map was finally distributed to the UNESCO Member States in November 2007 in English and French and then translated into Spanish and Russian following popular demand. More than a year after this distribution, UNESCO launched a wide-ranging survey in order to assess the implementation of the Road Map in its 193 Member States. Through its National Commissions, the Organization relayed this document to Ministries of both Education and Culture. The aim of this exercise was threefold: to learn whether the Road Map was being applied and to what extent it was influencing policy decisions at national level; to act as a reminder of the importance of the UNESCO reference document and encourage its use; finally, to assess the situation of arts education in the responding countries. Thus, this survey not only acted as a catalyst for the implementation of the Road Map, but also provided precious knowledge on arts education around the world. The Member States’ responses also contributed greatly to the Second World Conference on Arts Education (Seoul, May 2010), inspiring one of its main themes and the topics for a number of workshops. They also encouraged a more integral participation of these States in the conference through preparatory consultations. 
Welcome to the Anthropocene! (The UNESCO Courier no. 2, April-June 2018) Année de publication: 2018 Auteur institutionnel: UNESCO In the Ideas section of this issue, three internationally celebrated academics consider the notion of diversity – Mireille Delmas-Marty, a member of the Institut de France; Souleymane Bachir Diagne, Senegalese philosopher; and Abdourahman Waberi, novelist and diarist from Djibouti. With these articles, the Courier marks the celebrations of the World Day for Cultural Diversity for Dialogue and Development (21 May) and the International Day for Biological Diversity (22 May).Our Guest for this issue is Bibi Russell, a fashion designer from Bangladesh. A former top model in London, she quit the catwalk to devote herself to using fashion for development. She is currently working in India, helping young women, some of whom were trafficked as children, to find their bearings and start a new life.To mark UNESCO’s Africa Week in May, we focus on youth in the West and the South of the continent, in our Current Affairs section. After visiting Athens, World Book Capital 2018, we travel to Canada’s Northwest territories, on the other side of the world, to discover the people of Great Bear Lake, in the Tsá Tué biosphere reserve – established and looked after by the indigenous community that lives there.Finally, Zoom invites us to follow an ordinary day in the life of Qello, a 13-year old girl in Ethiopia, hour by hour.The UNESCO Courier celebrates its 70th birthday in 2018. Each issue this year will feature an article that looks back at this extraordinary adventure. In this issue, Roberto Markarian, Rector of the University of the Republic, Uruguay, recounts the story of the role the Courier has played in his life. Bienvenue dans l'Anthropocène! (Le Courrier de l'UNESCO no. 2; Avril-Juin 2018) Année de publication: 2018 Auteur institutionnel: UNESCO Selon les uns, l’Anthropocène n’est qu’un autre nom pour l’époque que nous appelons Holocène, les humains ayant commencé à exercer une pression sur l’environnement depuis 10 000ans, c’est-à-dire depuis leur sédentarisation et l’invention de l’agriculture. Selon d’autres, l’Anthropocène commencerait autour de 1800, avec la révolution industrielle. D’autres encore voient l’Anthropocène éclore dupremier champignon atomique de 1945. Malgré ces divergences, très rares sont ceux qui ne reconnaissent pas qu’au cours du dernier demi-siècle l’état de la planète s’est dégradé plus rapidement et plus dramatiquement que jamais : amasgigantesques de plastique sur les plages et dans les mers, développement sans précédent de nouveaux matériaux qui couvrent la surface terrestre et ne se recyclent que très peu, sols gorgés d’engrais, augmentation du taux d’acidité des mers, tauxde pollution sans précédent, érosion des forêts tropicales, dérèglement desécosystèmes, extinction massive des espèces et diminution drastique de la biodiversité, réchauffement climatique...À qui la faute ? Auxhumains – répond lamajorité des scientifiques. Reste à savoir si nous devrions tous porter la même charge deresponsabilité. Certains blâmant avant tout le système capitaliste né en Occident, parlent de Capitalocène ou d’Occidentalocène. Courons-nous à la catastrophe? Des voix s’élèvent pour prophétiser la fin du monde! Des notions comme Chtulhucène ou Thanatocène sont avancées pour signifier que le monstre rôde, quela mort nous guette... Des experts, bien plus modérés, n’en sont pas moins inquiets face à l’indécision des décideurs. «Tout se passe comme si l’humanité, léthargique, attendait la fin du film et le moment où les héros viendront tout arranger et où nous serons tous heureux pour toujours», lira-t-on dans ces pages.Le débat fait rage, les solutions tardent à venir. Le Courrier fait le point. 
UNESCO guidelines on intercultural education Année de publication: 2006 Auteur institutionnel: UNESCO This paper aims to synthesize the central issues surrounding Intercultural Education, and presents the fundamental guiding principles for an intercultural approach to education as viewed by UNESCO. It is divided into three parts. Part I outlines the key issues surrounding Intercultural Education, as well as its objectives and basic operating principles. Part II contains a short presentation of the normative framework for Intercultural Education, based on an analysis of international standard-setting instruments that make reference to education and intercultural issues, and on outcomes from International Conferences. Part III synthesizes the international position on this issue and provides a set of three basic principles that should guide educational policies with regard to Intercultural Education. Final report of the roundtable: challenges of education for peace, intercultural and inter-religious dialogue in Georgia, Armenia and Azerbaijan Année de publication: 2007 Auteur institutionnel: Union Century 21 (Georgia) The Roundtable Meeting was organized in Tbilisi in June, (24 -27) 2007. The meeting gathered participants of the ToT course in all three countries of the Caucasus, which happened to be a sort of “première” given the region’s tensions. It was important to bring together teachers and social workers from 18 regions of Georgia as well as from the neighboring countries like Azerbaijan and Armenia ( a total amount of 40 persons (some travelled at their own expenses). Civil Society was thus well represented and will be involved in project realization with a multiplier effect once they get back to the regions or countries. The tentative programme of the meeting identifies common challenges in this field and setting up of common action plan in addressing them. This was possible with the notable participation of a facilitator and the openness of those who attended this workshop. They were also keen to draw attention to the authorities from their educational systems to implement these grassroots activities so as to attract attention not only on a regional level but on the international level too and inform international organizations about the outcomes as well as the further steps planned. تعلم العيش معا: برنامج التواصل بين الثقافات والأديان لتعليم الأخلاق Année de publication: 2008 Auteur institutionnel: Interfaith Council on Ethics Education for Children | Arigatou Foundation (Switzerland) Learning to Live Together has been developed for use in different religious and secular contexts as a resource for everyone concerned with promoting ethics and values. The objective has been to develop a resource that is relevant on a global level and yet flexible enough to be interpreted within different cultural and social contexts. The resource has been tested in many different regions and cultural contexts to assure that it is relevant in regional and local contexts (see ‘We did it like this’, p.187). Test workshops have been held in 10 different countries, where the GNRC was able to bring together various religious and secular organisations working with children. During the test workshops, this resource manual was used to the benefit of more than 300 children and youth, representing African Traditional Religions, Bahá’í Faith, Buddhism, Christianity, Hinduism, Islam, Judaism, members of Brahma Kumaris and a number of people of secular thinking. Test workshops as well as input and comments from experts in the area of education, ethics, spirituality, intercultural and interfaith learning and child rights have contributed important experiences and opportunities for learning for the development of this resource. Learning to Live Together is already having an impact. In a GNRC programme in Israel, the resource material was used during a six-day journey made by a group of Jewish, Christian, and Muslim youth to the historical sites of Israel and Palestine, all of which have symbolic relevance to the conflict in their region. At each stop, youth participants discussed their values and their differing perceptions of their shared history. Learning to Live Together is an adaptable resource that can be used with children from many different cultural, religious and social contexts to nurture common values and a mutual respect for different backgrounds and traditions. The resource provides space for enhancing children’s innate potential for spirituality and hope for a better world, as a contribution to changing the situation for children worldwide. The Users Guide provides all necessary information for its use. UNESCO and UNICEF have been closely involved in developing Learning to Live Together and have endorsed the material as an important contribution to a quality education, which takes a multicultural and multi-religious society into consideration. UNESCO’s Guidelines for Intercultural Education underpin the philosophy and the approach of the resource: “Religious education can be described as learning about one’s own religion or spiritual practices, or learning about other religions or beliefs. Interfaith education, in contrast, aims to actively shape the relations between people from different religions”. Aprender a vivir juntos: un programa intercultural e interreligioso para la educacion ética Année de publication: 2008 Auteur institutionnel: Arigatou Foundation (Switzerland) | Interfaith Council on Ethics Education for Children Learning to Live Together has been developed for use in different religious and secular contexts as a resource for everyone concerned with promoting ethics and values. The objective has been to develop a resource that is relevant on a global level and yet flexible enough to be interpreted within different cultural and social contexts. The resource has been tested in many different regions and cultural contexts to assure that it is relevant in regional and local contexts (see ‘We did it like this’, p.187). Test workshops have been held in 10 different countries, where the GNRC was able to bring together various religious and secular organisations working with children. During the test workshops, this resource manual was used to the benefit of more than 300 children and youth, representing African Traditional Religions, Bahá’í Faith, Buddhism, Christianity, Hinduism, Islam, Judaism, members of Brahma Kumaris and a number of people of secular thinking. Test workshops as well as input and comments from experts in the area of education, ethics, spirituality, intercultural and interfaith learning and child rights have contributed important experiences and opportunities for learning for the development of this resource. Learning to Live Together is already having an impact. In a GNRC programme in Israel, the resource material was used during a six-day journey made by a group of Jewish, Christian, and Muslim youth to the historical sites of Israel and Palestine, all of which have symbolic relevance to the conflict in their region. At each stop, youth participants discussed their values and their differing perceptions of their shared history. Learning to Live Together is an adaptable resource that can be used with children from many different cultural, religious and social contexts to nurture common values and a mutual respect for different backgrounds and traditions. The resource provides space for enhancing children’s innate potential for spirituality and hope for a better world, as a contribution to changing the situation for children worldwide. The Users Guide provides all necessary information for its use. UNESCO and UNICEF have been closely involved in developing Learning to Live Together and have endorsed the material as an important contribution to a quality education, which takes a multicultural and multi-religious society into consideration. UNESCO’s Guidelines for Intercultural Education underpin the philosophy and the approach of the resource: “Religious education can be described as learning about one’s own religion or spiritual practices, or learning about other religions or beliefs. Interfaith education, in contrast, aims to actively shape the relations between people from different religions”. Apprendre à vivre ensemble: un programme interculturel et interreligieux pour l'enseignement de l'éthique Année de publication: 2008 Auteur institutionnel: Arigatou Foundation (Switzerland) | Interfaith Council on Ethics Education for Children Learning to Live Together has been developed for use in different religious and secular contexts as a resource for everyone concerned with promoting ethics and values. The objective has been to develop a resource that is relevant on a global level and yet flexible enough to be interpreted within different cultural and social contexts. The resource has been tested in many different regions and cultural contexts to assure that it is relevant in regional and local contexts (see ‘We did it like this’, p.187). Test workshops have been held in 10 different countries, where the GNRC was able to bring together various religious and secular organisations working with children. During the test workshops, this resource manual was used to the benefit of more than 300 children and youth, representing African Traditional Religions, Bahá’í Faith, Buddhism, Christianity, Hinduism, Islam, Judaism, members of Brahma Kumaris and a number of people of secular thinking. Test workshops as well as input and comments from experts in the area of education, ethics, spirituality, intercultural and interfaith learning and child rights have contributed important experiences and opportunities for learning for the development of this resource. Learning to Live Together is already having an impact. In a GNRC programme in Israel, the resource material was used during a six-day journey made by a group of Jewish, Christian, and Muslim youth to the historical sites of Israel and Palestine, all of which have symbolic relevance to the conflict in their region. At each stop, youth participants discussed their values and their differing perceptions of their shared history. Learning to Live Together is an adaptable resource that can be used with children from many different cultural, religious and social contexts to nurture common values and a mutual respect for different backgrounds and traditions. The resource provides space for enhancing children’s innate potential for spirituality and hope for a better world, as a contribution to changing the situation for children worldwide. The Users Guide provides all necessary information for its use. UNESCO and UNICEF have been closely involved in developing Learning to Live Together and have endorsed the material as an important contribution to a quality education, which takes a multicultural and multi-religious society into consideration. UNESCO’s Guidelines for Intercultural Education underpin the philosophy and the approach of the resource: “Religious education can be described as learning about one’s own religion or spiritual practices, or learning about other religions or beliefs. Interfaith education, in contrast, aims to actively shape the relations between people from different religions”. 
Learning to live together: an intercultural and interfaith programme for ethics education Année de publication: 2008 Auteur institutionnel: Interfaith Council on Ethics Education for Children | Arigatou Foundation (Switzerland) Learning to Live Together has been developed for use in different religious and secular contexts as a resource for everyone concerned with promoting ethics and values. The objective has been to develop a resource that is relevant on a global level and yet flexible enough to be interpreted within different cultural and social contexts. The resource has been tested in many different regions and cultural contexts to assure that it is relevant in regional and local contexts (see ‘We did it like this’, p.187).Test workshops have been held in 10 different countries, where the GNRC was able to bring together various religious and secular organisations working with children. During the test workshops, this resource manual was used to the benefit of more than 300 children and youth, representing African Traditional Religions, Bahá’í Faith, Buddhism, Christianity, Hinduism, Islam, Judaism, members of Brahma Kumaris and a number of people of secular thinking. Test workshops as well as input and comments from experts in the area of education, ethics, spirituality, intercultural and interfaith learning and child rights have contributed important experiences and opportunities for learning for the development of this resource. Learning to Live Together is already having an impact. In a GNRC programme in Israel, the resource material was used during a six-day journey made by a group of Jewish, Christian, and Muslim youth to the historical sites of Israel and Palestine, all of which have symbolic relevance to the conflict in their region. At each stop, youth participants discussed their values and their differing perceptions of their shared history.Learning to Live Together is an adaptable resource that can be used with children from many different cultural, religious and social contexts to nurture common values and a mutual respect for different backgrounds and traditions. The resource provides space for enhancing children’s innate potential for spirituality and hope for a better world, as a contribution to changing the situation for children worldwide. The Users Guide provides all necessary information for its use. UNESCO and UNICEF have been closely involved in developing Learning to Live Together and have endorsed the material as an important contribution to a quality education, which takes a multicultural and multi-religious society into consideration. UNESCO’s Guidelines for Intercultural Education underpin the philosophy and the approach of the resource: “Religious education can be described as learning about one’s own religion or spiritual practices, or learning about other religions or beliefs. Interfaith education, in contrast, aims to actively shape the relations between people from different religions”. 
Concept note for the 2020 Global education monitoring report on inclusion Année de publication: 2018 In line with its mandate, the 2020 GEM Report will assess progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.Echoing the overall orientation in the SDGs to “leave no one behind”, this year's Report will also take an in-depth look at inclusion and education. Inclusion is central in the formulation of SDG 4 but is also taken up in other targets in the goal, notably targets 4.5 on gender equality and 4.a on learning environments. Responding to this emphasis, the 2020 GEM Report will analyse policies the world over and present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views.The Report will focus on the barriers faced by all learners, especially those with overlapping characteristics that make them particularly vulnerable to exclusion. It will also take an in-depth look at people with disabilities, a group whose particular challenges gave rise to the inclusion debate. The Report will look at a range of indicators measuring inclusion in education using both quantitative and qualitative data. The analysis will be based on geographically balanced evidence, and will pay special attention to contexts where disadvantaged children might be particularly at risk of exclusion from education, such as in situations of conflict.