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Statutes of the UNESCO Prize for Girls' and Women's Education (197 EX/47, October 2015) Année de publication: 2016 Auteur institutionnel: UNESCO The purpose of the ‘UNESCO Prize for girls’ and women’s education’ is to reward the outstanding efforts of individuals, institutions, organizations or other entities engaged in activities promoting girls’ and women’s Education. The Prize would contribute to two Sustainable Development Goals (SDGs): “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Goal 4) and “Achieve gender equality and empower all women and girls” (Goal 5). The Prize would reward in particular activities that are innovative and/or have far-reaching sustainable impact. Statuts du Prix UNESCO pour l'éducation des filles et des femmes (197 EX/17, 14 octobre 2015) Année de publication: 2016 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The purpose of the ‘UNESCO Prize for girls’ and women’s education’ is to reward the outstanding efforts of individuals, institutions, organizations or other entities engaged in activities promoting girls’ and women’s Education. The Prize would contribute to two Sustainable Development Goals (SDGs): “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Goal 4) and “Achieve gender equality and empower all women and girls” (Goal 5). The Prize would reward in particular activities that are innovative and/or have far-reaching sustainable impact. 
UNESCO Prize for Girls' and Women's Education, 2017 edition: call for nominations Année de publication: 2017 Auteur institutionnel: UNESCO The UNESCO Prize for Girls’ and Women’s Education rewards innovative, outstanding projects advancing girls’ and women’s education. It contributes to Sustainable Development Goals 4 on education, and 5 on gender equality and girls’ and women’s empowerment. 
教科文组织在实施全球公民教育以及促进和平与人权教育和可持续发展教育中的作用和责任 Année de publication: 2015 Auteur institutionnel: 联合国教科文组织 (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': A Framework for Discussion Année de publication: 2013 Auteur: Sobhi Tawil Auteur institutionnel: UNESCO The notion of ‘global citizenship’ has recently gained prominence in international development discourse with the recently-adopted United Nations Secretary-General’s Global Education First Initiative (2012). Among the three priority areas outlined in this global initiative, the third aims to ‘foster global citizenship’.The notion of ‘global citizenship’, however, remains very broad, if not contested, and consequently difficult to operationalize in education. There are two possible reasons for this. Firstly, it is unclear whether the very notion of ‘global citizenship’ is a metaphor, a contradiction of terms, or an oxymoron (Davies, 2006). Secondly, when applied to education, the notion of ‘global citizenship’ implies a certain degree of confusion. This paper discusses the following questions. What does ‘global citizenship’ possibly imply both from a legal perspective, as well as from that of collective identity, sense of belonging, and civic engagement? Is ‘global citizenship education’ (or ‘education for global citizenship’) merely an expression of a fundamental purpose of education systems? Does it also refer to a broad area of teaching and learning? If so, what are the contours of this domain? How does it relate to other often overlapping areas of learning associated with civic and political socialization? 
Why Teach about the Holocaust? Année de publication: 2014 Auteur institutionnel: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today. 
Making Textbook Content Inclusive: A Focus on Religion, Gender, and Culture Année de publication: 2017 Auteur institutionnel: UNESCO UNESCO has been working on textbook development issues since its inception in 1945 as part of its fundamental mandate to “build peace in the minds of men and women.” The present guide’s primary task is to enable its users to address and counter stereotypes in a variety of educational contexts, through teaching and learning materials. The three key issues – religion, gender and culture – were chosen for their common link to the concept of human diversity. These three potentially controversial topics are important aspects of inclusive education because they help shape the learning environment of a school as well as its educational practices.The guide was intentionally written in a simple, practical style so as to be immediately accessible to textbook developers, adopters, and users, even those who are working on their own. Although it is designed primarily for textbook authors, curriculum developers, and teachers, it might also be particularly useful for publishers, political stakeholders, and teacher educators. Pour des manuels scolaires au contenu inclusif Année de publication: 2017 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) UNESCO has been working on textbook development issues since its inception in 1945 as part of its fundamental mandate to “build peace in the minds of men and women.” The present guide’s primary task is to enable its users to address and counter stereotypes in a variety of educational contexts, through teaching and learning materials. The three key issues – religion, gender and culture – were chosen for their common link to the concept of human diversity. These three potentially controversial topics are important aspects of inclusive education because they help shape the learning environment of a school as well as its educational practices.The guide was intentionally written in a simple, practical style so as to be immediately accessible to textbook developers, adopters, and users, even those who are working on their own. Although it is designed primarily for textbook authors, curriculum developers, and teachers, it might also be particularly useful for publishers, political stakeholders, and teacher educators. 
Consolidated Report on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms 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. 
Education aux médias et à l'information: programme de formation pour les enseignants Année de publication: 2011 Auteur: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Nous vivons dans un monde où la qualité de l’information que nous recevons détermine largement nos choix et nos actions et en particulier, notre capacité à pro ter des libertés fondamentales et notre possibilité d’autodétermination et de développement. Ce programme d’éducation aux médias et à l’information pour les enseignants est une ressource importante pour les États membres de l’UNESCO et une publication expérimentale. Elle est prospective et s’efforce de réaliser la convergence de la radio, la télévision, l’Internet, les journaux, les livres, les archives numériques et les bibliothèques sur une même plate-forme. Elle est aussi spécialement conçue pour permettre l’intégration de ce programme dans le système formel de formation des enseignants. L’UNESCO croit que ce programme sera une étape importante d’innovation et de progrès pour tous les niveaux d’éducation.