Ressources
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Educação 2030 Declaração de Incheon Rumo a uma educação de qualidade inclusiva e equitativa e à educação ao longo da vida para todos Année de publication: 2016 Auteur institutionnel: UNESCO | United Nations Development Programme (UNDP) | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Population Fund (UNFPA) This framework — painstakingly drafted over many months with input from governments, international agencies, civil society and experts — provides guidance for implementing the education commitments made in the 2030 Agenda for Sustainable Development at a national, regional and global level. In particular: it aims at mobilizing all countries and partners around Sustainable Education Goal 4 and its targets; it proposes ways of implementing, coordinating, financing and monitoring the new commitments; and it proposes indicative strategies which countries may wish to draw upon in developing their plans, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. 
Survey on Privacy in Media and Information Literacy with Youth Perspectives Année de publication: 2017 Auteur: Sherri Hope Culver | Alton Grizzle Auteur institutionnel: UNESCO Media and information literate individuals are more empowered to make informed decisions about their privacy online and offline, among other things. Accordingly, governments and policy-makers who are committed to ensuring that the privacy of citizens is respected should also be committed to media and information literacy (MIL) for all. If they are not, then their efforts will be less sustainable. Equally, private and public enterprises that genuinely want to respect the privacy of citizens should purposefully contribute to MIL awareness among users qua citizens. Two research surveys are referenced in this report. The first investigated youth attitudes towards MIL and social and democratic discourses. One of the seven themes addressed in the context of social and democratic discourses was privacy. The research was carried out by UNESCO. The second survey studied privacy in MIL courses globally and was conducted for UNESCO by the UNESCO-UNAOC University Network on Media and Information Literacy and Intercultural dialogue (MILID Network), and members of the Global Alliance for Partnerships in Media and Information Literacy (GAPMIL). The report responds to UNESCO’s efforts to stimulate global research into privacy in MIL. Ultimately, this report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. UNESCO GCED eNewsletter Issue 3 Année de publication: 2016 Auteur institutionnel: UNESCO Feature: Expanding partenrships around Global Citizenship EducationUNESCO – IEA partnershipPresident Park Geun-hye announces initiatives to widen prtnership with UNESCOUNESCO and the United States promote education to prevent violent extremismUNESCO signs partnership with Asia Society to advance Global Citizenship EducationInternational Mother Language DayUNESCO Category 2 Institute on mother languages established in BangladeshUCLA establishes new UNESCO Chair in Global Learning and Global Citizenship EducationWorkshop in Abidjan focuses on learning to live together through history educationLeading French network of rural vocational institutions puts Global Citizenship Education firstSub-regional Workshop on Global Citizenship Education in Central AsiaRabat Conference on Democratic Citizenship and Human Rights Education: Trends and Innovation from CSOsConference on Global Citizenship Education in SudanConference on Global Citizenship Education in SharjahFocus on: ongoing UNESCO school initiative: the Happy Schools ProjectCurriculum development and review for democratic citizenship and human rights educationKey TweetsUpcoming Events 
UNESCO Malala Fund for Girls' Right to Education Auteur institutionnel: UNESCO The UNESCO Malala Fund for Girls’ Right to Education was launched in 2012 to expand girls’ access to quality education, especially in countries affected by conflict and disaster. UNESCO Malala Fund for Girls' Right to Education Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The UNESCO Malala Fund for Girls’ Right to Education was launched in 2012 to expand girls’ access to quality education, especially in countries affected by conflict and disaster. UNESCO Malala Fund for Girls' Right to Education Auteur institutionnel: 유네스코 The UNESCO Malala Fund for Girls’ Right to Education was launched in 2012 to expand girls’ access to quality education, especially in countries affected by conflict and disaster. 
Repenser l'éducation: vers un bien commun mondial? Année de publication: 2015 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Les changements dans le monde d'aujourd'hui sont caractérisés par de nouveaux niveaux de complexité et de contradiction. Ces changements génèrent des tensions pour lesquelles il est prévu l'éducation pour préparer les individus et les communautés en leur donnant la possibilité d'adaptation et de réponse. Cette publication contribue à repenser l'éducation et l'apprentissage dans ce contexte. Elle se fonde sur l'une des principales tâches de l'UNESCO comme un observatoire mondial de la transformation sociale dans le but de stimuler le débat sur les politiques publiques. Il est un appel au dialogue entre tous les intervenants. Il est inspiré par une vision humaniste de l'éducation et du développement, fondée sur le respect de la vie et la dignité humaine, l'égalité des droits, la justice sociale, la diversité culturelle, la solidarité internationale et la responsabilité partagée pour un avenir durable. Ce sont les fondements de notre humanité commune. Ce livre améliore la vision fournie par les deux publications de point de repère de l'UNESCO: Apprendre à être: Le monde de l'éducation aujourd'hui et demain (1972), le «Rapport Faure», et l'apprentissage: Le trésor est caché dedans (1996), le «Rapport Delors». 
Replantear la educación: ¿Hacia un bien común mundial? Année de publication: 2015 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Los cambios del mundo actual se caracterizan por niveles nuevos de complejidad y contradicción. Estos cambios generan tensiones para las que la educación tiene que preparar a los individuos y las comunidades, capacitándolos para adaptarse y responder. Esta publicación contribuye a replantear la educación y el aprendizaje en este contexto. Parte de una de las tareas principales que tiene encomendada la UNESCO como observatorio mundial de las transformaciones sociales y tiene como objetivo fomentar los debates públicos sobre políticas.Es una llamada al diálogo entre todos los interesados. Se inspira en una concepción humanista de la educación y el desarrollo, basada en el respeto a la vida y a la dignidad humana, la igualdad de derechos, la justicia social, la diversidad cultural, la solidaridad internacional y la responsabilidad compartida de un futuro sostenible. Éstos son los fundamentos de nuestra humanidad común. El presente libro ahonda en la visión que presentaban dos publicaciones memorables de la UNESCO: Aprender a ser: la educación del futuro (1972), el ‘Informe Faure’; y La educación encierra un tesoro (1996), el ‘Informe Delors’. 
Переосмысливая образование: Образование как всеобщее благо? Année de publication: 2015 Auteur institutionnel: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Происходящие сегодня в мире изменения характеризуются новым уровнем слож-ности и противоречивости. Предполагается, что готовить отдельного человека и сообщества в целом к тому, чтобы жить в этом меняющемся мире, полном противо-речий, должно образование через развитие у людей способности адаптироваться и реагировать на происходящее вокруг. Настоящая публикация является вкладом в усилия, направленные на переосмысление образования и обучения в данном контексте. Ее авторы ставили перед собой цель стимулировать дискуссии по вопросам государственной политики в данной области, руководствуясь одной из основных задач ЮНЕСКО в качестве глобальной обсерватории процессов социальных преобразований.Этот документ является призывом к диалогу между всеми заинтересованными сторонами. Он продиктован гуманистическими представлениями об образовании и развитии на основе принципов уважения человеческой жизни и достоинства, равенства прав, социальной справедливости, разнообразия культур, международной солидарности и коллективной ответственности за устойчивое будущее. Эти принципы являются основой существования человеческого сообщества. Данный документ развивает идеи, содержащиеся в двух важнейших публикациях ЮНЕСКО: «Учиться быть» («Доклад Фора», 1972 г.) и «Образование: сокрытое сокровище» («Доклад Делора», 1996 г.). 
Human rights education in the school systems of Europe, Central Asia and North America: a compendium of good practice Année de publication: 2009 Auteur institutionnel: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) “Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice” is a compilation of 101 examples of good practice in human rights education in primary schools, secondary schools and teacher training institutions in the Organization for Security and Co-operation in Europe (OSCE) area, which is also covered by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Office of the United Nations High Commissioner for Human Rights (OHCHR) and, partially, the geographical mandate of the Council of Europe (CoE).The term “human rights education” is often used in this resource in a broader sense, to also include educationfor democratic citizenship and education for mutual respect and understanding, which are all based on internationally agreed human rights standards. These three areas are seen as interconnected and essential within educational systems in order to prepare youth to be active, responsible and caring participants in their communities, as well as at the national and global levels.Human rights education has been defined as education, training and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them, but also imparts the skills needed to promote, defend and apply human rights in daily life. Education for democratic citizenship focuses on educational practices and activities designed to help young people and adults to play an active part in democratic life and exercise their rights and responsibilities in society. Education for mutual respect and understanding highlights self-respect, respect for others, and the improvement of relationships between people of differing cultural traditions.This book aims to support quality teaching in these areas and to inspire educational policymakers (those working in education ministries and local school boards) and administrators, teachers, teacher trainers, non-formal educators and all other interested actors, as well as to facilitate networking and the exchange of experience among education professionals.