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Educación para la ciudadanía mundial: temas y objetivos de aprendizaje Année de publication: 2015 Auteur institutionnel: UNESCO This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. 
Re|shaping cultural policies: a decade promoting the diversity of cultural expressions for development Année de publication: 2015 Auteur institutionnel: UNESCO This Report presents the work of fourteen independent experts, as well as the Secretary of the Convention and the Principal Editor, who have analysed the implementation of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Its purpose is to move forward the process of monitoring the Convention’s implementation that was put in place by a mechanism of Quadrennial Periodic Reports (QPRs) approved by the Convention’s Conference of Parties in 2011. The contributors have consulted the 71 reports submitted by Parties, but have also used data derived from other, non-official sources and have drawn upon their own expert experience. Re|pensar las politicas culturales: 10 anos de promocion de la diversidad de las expresiones culturales para el desarrollo Année de publication: 2015 Auteur institutionnel: UNESCO This Report presents the work of fourteen independent experts, as well as the Secretary of the Convention and the Principal Editor, who have analysed the implementation of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Its purpose is to move forward the process of monitoring the Convention’s implementation that was put in place by a mechanism of Quadrennial Periodic Reports (QPRs) approved by the Convention’s Conference of Parties in 2011. The contributors have consulted the 71 reports submitted by Parties, but have also used data derived from other, non-official sources and have drawn upon their own expert experience. Re|penser les politiques culturelles: 10 ans de promotion de la diversité des expressions culturelles pour le développement Année de publication: 2015 Auteur institutionnel: UNESCO This Report presents the work of fourteen independent experts, as well as the Secretary of the Convention and the Principal Editor, who have analysed the implementation of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Its purpose is to move forward the process of monitoring the Convention’s implementation that was put in place by a mechanism of Quadrennial Periodic Reports (QPRs) approved by the Convention’s Conference of Parties in 2011. The contributors have consulted the 71 reports submitted by Parties, but have also used data derived from other, non-official sources and have drawn upon their own expert experience. 
Multiculturalism or Hybridisation?: Cultural Mixing and Politics Année de publication: 2013 Auteur: Paolo Gomarasca The aim of this article is to analyse the recent debate on the end of multiculturalism. It has become a commonplace to say that multiculturalism has failed because of its presumed differentialism, i.e. its tendency to conceive different cultures as cognitive islands. The competing model is characterised by an intercultural approach. The article firstly intends to demonstrate that this is a false alternative within limits. Contrary to popular caricature, one version of multiculturalism is in fact attuned to the emphasis on cultural exchanges and connections. The problem is that the differentialist version has become the standard version of multiculturalism. That is why the article further argues for the importance of the concept of hybridisation as a way of moving beyond the controversy over multiculturalism’s supposed failures. Hybridisation suggests one aspect which can be considered relevant: Cultures are originally and intrinsically intertwined. Finally, the article investigates the political implication of this concept of culture and tries to justify the request that cultural mixing processes should be channelled within the political framework of democracy, especially at the level of civil society. 
Migration, citoyenneté et inégalités globales Année de publication: 2012 Auteur: Martin Provencher Auteur institutionnel: Les ateliers de l'éthique | Centre de recherche en éthique de l’Université de Montréal La migration est un phénomène qu’on ne peut comprendre qu’à partir d’une perspective globale. Les êtres humains se sont toujours déplacés pour améliorer leur sort, c’est-à-dire dès qu’ils ont eu des raisons de croire que le fait d’aller vivre ailleurs leur procurerait de meilleures chances. On s’entend cependant pour admettre que l’ampleur de ce phénomène est aujourd’hui inédite. Certes, seul un faible pourcentage de la population mondiale se déplace encore, à peine 3 %, mais cela représente plus de 214 millions d’individus. Et l’on estime que ce nombre augmentera. Qui plus est, plusieurs de ces individus migrent et continueront de migrer vers les pays riches du Nord dans lesquels la proportion de personnes nés à l’étranger a augmenté de 10% au cours des dernières années. Cette intensification de la mobilité internationale des individus intervient dans un contexte économique dominé par la globalisation néolibérale du monde qui accentue les inégalités entre les pays et où les États riches rivalisent entre eux pour attirer les migrants qualifiés et non qualifiés. Ces circonstances auraient pu inciter les gouvernements à reconnaître la migration comme un phénomène normal que rien ne saurait arrêter et à adapter leurs politiques publiques en conséquence. Mais elles se sont produites à un moment où la souveraineté des États, mise à mal par le développement des technologies de la communication, la densification des réseaux transnationaux, l’émergence d’une multitude de nouveaux acteurs sur la scène internationale et la formation d’entités politiques inédites, effectuait un retour en force. L’obsession de la sécurité, alimentée par les attentats terroristes, la récession économique et le populisme, a en effet servi de prétexte aux États pour resserrer le contrôle de leurs frontières en adoptant des mesures très restrictives qui ont contribué à fragiliser la condition des migrants les plus vulnérables, notamment les irréguliers et les demandeurs d’asile. 
Herritartasun globalerako hezkuntza: Eztabaidak eta erronkak Année de publication: 2009 Auteur: Miguel Argibay | Gema Celorio | Juanjo Celorio Auteur institutionnel: Hegoa This publication is divided in four parts. The first part is a summary of the history of global citizenship and its role in education. It focuses on the education strategies put forth by the European Union to promote internal cohesion and responsible citizenship. The second part deals with education for development. It briefly describes the evolution of the concept and how in its last stage is a key element in the promotion of global citizenship. The third part presents an analysis on the specific requirements for Education for Global Citizenship, examples of experiences and implementation methods of pedagogical material on the subject. The last part proposes a regional study on formal, non formal and informal education in the Basque region. Éducation à la Citoyenneté Mondiale: Controverses et Défis Année de publication: 2009 Auteur: Miguel Argibay | Gema Celorio | Juanjo Celorio Auteur institutionnel: Hegoa Cette publication est divisée en quatre parties. La première résume l'histoire de la citoyenneté mondiale et son rôle dans l'éducation. Il met l'accent sur les stratégies d'éducation mises en avant par l'Union européenne pour promouvoir la cohésion interne et la citoyenneté responsable. La deuxième porte sur l'éducation pour le développement. Il décrit brièvement l'évolution du concept et dans sa dernière étape est un élément clé dans la promotion de la citoyenneté mondiale. La troisième partie présente une analyse sur les exigences spécifiques pour l'Éducation à la Citoyenneté Mondiale, des exemples d'expériences et la mise en œuvre du matériel pédagogique sur le sujet. La dernière partie propose une étude régionale sur l'éducation formelle, non formelle et informelle dans la région basque. 
Handbook on Measuring Equity in Education Année de publication: 2018 Auteur institutionnel: UNESCO Institute for Statistics (UIS) This handbook is aimed at professionals involved in the measurement and monitoring of equity in education, which includes not only those working on the SDGs but also any stakeholders in the field of education: technical staff in ministries of education and national statistical offices, education practitioners,members of nongovernmental organizations (NGOs) active in the field of education and researchers. This material provides a conceptual framework for measuring equality in learning; offers methodological guidance on how to calculate and interpret indicators; and investigates the extent to which measuring equity in learning has been integrated into country policies, national planning and data collection and analysis. 
Including the Excluded: Promoting the Integration of the Mother Tongue for a Multilingual Education Année de publication: 2020 Auteur institutionnel: UNESCO This publication presents the advantages of including the mother tongue and promoting multilingual education, as well as guidelines for achieving it.