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Outcome Document of the Technical Consultation on Global Citizenship Education: Global Citizenship Education: An Emerging Perspective Année de publication: 2013 Auteur institutionnel: UNESCO This document draws on inputs to, and common perspectives emerging from, a Technical Consultation on Global Citizenship Education organized by UNESCO and the Republic of Korea (i.e., the Ministries of Foreign Affairs and of Education, and the Asia-Pacific Centre of Education for International Understanding) in Seoul on 9-10 September 2013 . Informing this draft document are: a) responses from the expert participants to a questionnaire circulated by UNESCO in advance of the consultation; b) presentations from experts during the consultation; c) discussions during the consultation; and d) reference material contributing to, and prepared for, the consultation. The final draft of this document was prepared by UNESCO’s Division of Education for Peace and Sustainable Development at Headquarters in Paris, with the assistance of a drafting team. Document final de la Consultation technique sur l’éducation à la citoyenneté mondiale: Éducation à la citoyenneté mondiale : Une nouvelle vision Année de publication: 2013 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le présent document s’inspire des contributions et des perspectives communes issues d’une Consultation technique sur l’éducation à la citoyenneté mondiale organisée par l’UNESCO et la République de Corée (à savoir, par les ministères des Affaires étrangères et de l’Éducation et le Centre Asie-Pacifique d'éducation pour la compréhension internationale) à Séoul, les 9 et 10 septembre 20131. Ce projet de document s’appuie sur : (a) les réponses des experts participants à un questionnaire envoyé par l’UNESCO avant la consultation ; (b) les présentations des experts durant la consultation; (c) les débats qui ont eu lieu pendant la consultation ; et sur (d) les documents de référence préparés pour la consultation. Le projet final du présent document a été préparé par la Division de l'éducation pour la paix et le développement durable, au Siège de l’UNESCO, à Paris, avec le soutien d’une équipe de rédaction. Documento Final de la Consulta técnica Sobre Educación para la Ciudadanía Mundial - Educación para la Ciudadanía Mundial: una Perspectiva Emergente Année de publication: 2013 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) En el presente documento se toman como base los aportes y las perspectivas comunes que surgen de la consulta técnica sobre la educación para la ciudadanía mundial, organizada por la UNESCO y la República de Corea (los Ministerios de Relaciones Exteriores y de Educación y el Centro de Asia y el Pacífico de Educación para el Entendimiento Internacional) en Seúl los días 9 y 10 de septiembre de 2013.A lo largo de la elaboración del borrador de este documento se utilizaron: a) las respuestas de expertos a un cuestionario circulado por la UNESCO previo a la consulta; b) las ponencias realizadas por los expertos durante la consulta; c) las discusiones que se efectuaron durante la consulta; y d) el material de referencia que respaldó y fue preparado para la consulta. El borrador final del presente documento fue preparado por la División de la Educación para la Paz y el Desarrollo Sostenible en la sede de la UNESCO en París, con la asistencia de un equipo de redacción. En este documento se presentan las perspectivas comunes que emanaron de la consulta. 
Study on measures taken by municipalities and recommendations for further action to achieve greater vigilance against racism: Commitment 1 of the Ten-Point Plan of Action Année de publication: 2006 Auteur: Klaus Starl Auteur institutionnel: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 1 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires ‘Greater Vigilance against Racism’. This point aims at setting up a monitoring, vigilance and solidarity network against racism at the municipal level. To reach this goal, the members of the coalition are called to undertake activities, elaborate strategies and establish relevant institutions to monitor the local situation concerning structures in society, attitudes within the population and racist incidents. They are called to find out causes for racist tendencies among their population and establish solidarity networks involving all stakeholders, particularly civil society organisations. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures already taken against racism at the local level that serve as good illustration of ‘Commitment 1’. Major information resource was the written material provided by the selected cities. Through direct exchange and/or interviews with responsible officers of the municipalities and some NGOs, additional or missing information could be obtained. The material is not to be considered as complete. On the basis of the contribution sent in by the participating cities, the ETC made an assessment whether these actions/activities meet the objective of the Commitment 1. The authors used the following criteria to make this assessment: does the action undertaken contribute to a) creating and promoting vigilance directly; b) creating and promoting vigilance indirectly through awareness raising; c) creating and promoting vigilance through a monitoring measure or d) the establishment and maintenance of a solidarity network. The authors presumed that c) and d) will lead directly to greater vigilance. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their replicability in Chapter III. The 10 recommendations expicitly or implicitly refer to the replicable documented measures. Where the replicability requires specific conditions, these are stated or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions. The 10 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirement of Commitment 1, creating greater vigilance against racism. 
UNESCO's Education Evaluation in 2016: A Review Année de publication: 2017 Auteur institutionnel: UNESCO UNESCO completed 12 education related evaluations in 2016. Part A of this review presents the key insights and lessons learned from those evaluations. These learnings are designed to help enhance UNESCO’s leadership and coordination of the SDG 4 – Education 2030 Agenda. Part B of the review provides an assessment of the quality and usefulness of these evaluations based on the UNEG and OECD quality standards for evaluation reports. 
UNESCO and Education Année de publication: 2017 Auteur institutionnel: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. L'UNESCO et l'éducation Année de publication: 2017 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. 
글로벌시민교육: 21세기 새로운 인재 기르기 Année de publication: 2014 Auteur institutionnel: 유네스코 이 보고서는 글로벌시민교육을 주제로 열렸던 두 차례의 국제회의 - 글로벌시민교육 전문가회의(2013년 9월 9-10일, 대한민국 서울)와 제1차 유네스코 글로벌시민교육 포럼(2013년 12월 2-4일, 태국 방콕) - 결과를 토대로 교육정책 입안자, 교육 실천가, 시민사회단체 및 청소년 리더들을 위해 만들어졌다. 글로벌시민교육을 처음 접하거나 이미 실천하고 있는 모든 독자들에게 유용한 지침서가 될 것이다. 
Global guidance on addressing school related gender based violence Année de publication: 2016 Auteur institutionnel: UNESCO | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) More than 246 million children are subjected to gender-based violence in or around schools every year. This is a violation of their human rights, and a form of gender-discrimination that has far-reaching physical, psychological and educational consequences. Ending schoolrelated gender-based violence (SRGBV) is a priority for countries wishing to achieve ambitious global goals on inclusive and quality education for all and gender equality.WHAT IS THE AIM OF THIS GUIDANCE? This guidance aims to provide a comprehensive, one-stop resource on school-related gender-based violence (SRGBV), including clear, knowledge-based operational guidance, diverse case studies drawn from examples of promising practice and recommended tools for the education sector and its partners working to eliminate gender-based violence. It distils programme knowledge based on existing global literature, promising practices, expert recommendations and practitioner consensus.WHO IS THIS GUIDANCE FOR? The primary audience for this global guidance is the national education sector, including government policy-makers, education ministries, school administrators, educators and other school staff. The guidance may also have wider interest for other national and international stakeholders that are interested in addressing SRGBV, including NGOs, bilateral and multilateral agencies, teachers’ trade unions and policy-makers in other domestic sectors. The guidance is intended primarily for use in low- and middle-income settings, but is based on norms and principles that are universally applicable.WHAT IS COVERED IN THIS GUIDANCE? Promising practice case studies and recommended tools are embedded throughout the relevant sub-sections of the guidance. These provide readers with illustrative examples of implementation in real-life contexts and can serve as resources that have been successfully used – and can be adapted – for application in different contexts.This guidance complements other existing tools and materials for specific bilateral, multilateral and NGO audiences on violence against women and girls, and violence in schools. An expanded online version, which will be regularly updated, is available at www.endvawnow.org Lutte contre la violence de genre en milieu scolaire: orientations mondiales: Année de publication: 2016 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) More than 246 million children are subjected to gender-based violence in or around schools every year. This is a violation of their human rights, and a form of gender-discrimination that has far-reaching physical, psychological and educational consequences. Ending schoolrelated gender-based violence (SRGBV) is a priority for countries wishing to achieve ambitious global goals on inclusive and quality education for all and gender equality.WHAT IS THE AIM OF THIS GUIDANCE? This guidance aims to provide a comprehensive, one-stop resource on school-related gender-based violence (SRGBV), including clear, knowledge-based operational guidance, diverse case studies drawn from examples of promising practice and recommended tools for the education sector and its partners working to eliminate gender-based violence. It distils programme knowledge based on existing global literature, promising practices, expert recommendations and practitioner consensus.WHO IS THIS GUIDANCE FOR? The primary audience for this global guidance is the national education sector, including government policy-makers, education ministries, school administrators, educators and other school staff. The guidance may also have wider interest for other national and international stakeholders that are interested in addressing SRGBV, including NGOs, bilateral and multilateral agencies, teachers’ trade unions and policy-makers in other domestic sectors. The guidance is intended primarily for use in low- and middle-income settings, but is based on norms and principles that are universally applicable.WHAT IS COVERED IN THIS GUIDANCE? Promising practice case studies and recommended tools are embedded throughout the relevant sub-sections of the guidance. These provide readers with illustrative examples of implementation in real-life contexts and can serve as resources that have been successfully used – and can be adapted – for application in different contexts.This guidance complements other existing tools and materials for specific bilateral, multilateral and NGO audiences on violence against women and girls, and violence in schools. An expanded online version, which will be regularly updated, is available at www.endvawnow.org