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Early and unintended pregnancy: recommendations for the education sector Année de publication: 2017 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Early and unintended pregnancy (EUP) is a major concern in many countries. It has a major impact on the lives of adolescents – especially girls – in terms of their health, social, economic and education outcomes. This brief contains the summary of recommendations from an evidence review to support the education sector to prevent and respond to EUP. 
Career guidance and counselling: the bridge from secondary school to tertiary education; a review of current guidance and counselling programmes and practices in Malawi and their support in promoting technical and vocational training for girls Année de publication: 2017 Auteur institutionnel: UNESCO The objective of this report is to identify and review existing career G&C programmes and practices in secondary schools in Malawi. The review assesses to what extent such programmes and practices create an awareness of the importance of technical careers and how graduates from the secondary schools can access TEVET. Additionally, it assesses whether any affirmative action measures or approaches are used to increase girls’ interest in and applications to enter technical colleges. 
School-related gender-based violence: global guidance (Infographic) Année de publication: 2016 Auteur institutionnel: UNESCO | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) School-related gender-based violence: global guidance (Infographic) Lutte contre la violence de genre en milieu scolaire: orientations mondiales (Infographique) 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) Lutte contre la violence de genre en milieu scolaire: orientations mondiales (Infographique) 
Orientaciones Técnicas Internacionales sobre Educación en Sexualidad: un enfoque basado en evidencia orientado a escuelas, docentes y educadores de la salud Année de publication: 2009 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) El presente documento Orientaciones Técnicas Internacionales, basado en un riguroso análisis de la evidencia existente sobre programas de educación en sexualidad, está orientado a profesionales y a personas responsables de la toma de decisiones de los sectores salud y educación. Este documento (Volumen 1) se centra en aquellos elementos que justifican la educación en sexualidad y ofrece sólidas recomendaciones técnicas sobre las características que todo programa efectivo debe tener. El documento acompañante (Volumen 2) cubre los temas y objetivos de aprendizaje que se deben abordar en los diferentes tramos etarios en un programa básico de educación en sexualidad destinado a niños, niñas y jóvenes entre las edades de 5 a 18 y más años e incluye una bibliografía de referencias. El documento Orientaciones Técnicas Internacionales es relevante no sólo para los países más afectados por el VIH y el SIDA, sino también para los que exhiben una epidemia de baja prevalencia y alta concentración. Principes directeurs internationaux sur l'éducation sexuelle: une approche factuelle à l'intention des établissements scolaires, des enseignants et des professionnels de l'éducation à la santé Année de publication: 2009 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) S’appuyant sur un examen rigoureux et actuel des donnees de programmes d’education sexuelle, ces Principes directeurs internationaux sur l’education sexuelle s’adressent aux decideurs et professionnels des secteurs de l’education et de la sante. Ils sont destines a aider les autorites en charge de ces deux secteurs et autres secteurs connexes a elaborer et mettre en oeuvre des programmes et des materiels d’education sexuelle en milieu scolaire. Le Volume I met l’accent sur le bien-fonde d’une education sexuelle et fournit des conseils techniques avises sur les caracteristiques des programmes efcaces. Il s’accompagne d’un document parallele (Volume II) qui decrit les themes a aborder et les objectifs d’apprentissage a atteindre dans le cadre d’un ‘cours de base minimum’ d’education sexuelle destine aux enfants et aux jeunes ages de 5 a 18 ans et plus, et qui contient une bibliographique de ressources utiles. Ces Principes directeurs internationaux sont d’une grande utilite non seulement pour les pays les plus affectes par le VIH et le SIDA, mais aussi pour les pays qui connaissent une prevalence faible et un contexte d’epidemie concentree. 
فيكف مهفت لا تنك اذإ ؟مَّلعتت نأ كل Année de publication: 2016 Auteur institutionnel: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 听不懂，怎能学会？ Année de publication: 2016 Auteur institutionnel: 联合国教科文组织 (UNESCO) Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 
Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки: сборник примеров успешных практик Année de publication: 2009 Auteur institutionnel: Council of Europe | Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Сборник примеров успешных практик «Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки» включает 101 пример успешных практик в сфере образования в области прав человека в начальной, средней школе и в педагогических учебных заведениях в регионе ОБСЕ, на который также распространяются полномочия ЮНЕСКО, УВКПЧ ООН и, частично, географический мандат СЕ.Настоящее издание состоит из пяти основных разделов:Раздел I. Законодательные акты, руководящие принципы и стандарты; Раздел II. Подходы и практики улучшения учебной атмосферы; Раздел III. Учебные пособия для преподавателей и учащихся; Раздел IV. Повышение квалификации преподавателей; Раздел V. Методы оценки.Образование в области прав человека определяют как образование, обучение и информирование, направленное на формирование всеобщей культуры прав человека. Комплексное образование в области прав человека дает не только знания о правах человека и действующих механизмах их защиты, но и навыки, необходимые для продвижения, защиты и реализации прав человека в повседневной жизни. Воспитание демократической гражданственности нацелено на осуществление образовательных практик и мероприятий, призванных помочь молодым людям и взрослым принимать активное участие в жизни общества, основанного на принципах демократии, а также осуществлять свои права и обязанности в обществе. Воспитание в духе взаимного уважения и понимания подчеркивает важность самоуважения, уважения других людей и улучшения отношений между людьми, представляющими различные культурные традиции.Настоящая книга задумана как средство поддержки качества обучения в этих областях, как стимул для лиц, ответственных за формирование политики в области образования (сотрудников министерств образования и местных школьных советов), директоров, учителей, преподавателей педагогических учебных заведений, преподавателей, специалистов неформальной сферы образования и всех других заинтересованных лиц, а также как инструмент, содействующий формированию сетей и обмену опытом между специалистами в сфере образования. 
All human beings... a manual for human rights education Année de publication: 1998 Auteur: Kaisa Savolainen | Francine Best | Patrice Meyer-Bisch | Betty Reardon Auteur institutionnel: UNESCO The World Conference on Human Rights (Vienna, 1993) took the position that human rights education, training and public information were essential in order to create and promote stable and harmonious relations among different communities and to foster mutual understanding, tolerance and peace.UNESCO has prepared this Manual for Human Rights Education as a contribution to the fiftieth anniversary of the Universal Declaration of Human Rights on 10 December 1998 and to the United Nations Decade for Human Rights Education (1995–2004). While intended mainly for educators, it may also be useful to secondary-school students and in the context of non-formal education.The Manual is the result of teamwork, with participation by numerous educators and experts from various regions of the world. A preliminary version was submitted to the delegates of UNESCO Member States at the 29th session of the Organization’s General Conference and has since been tested in several schools throughout the world.The Manual is addressed to primary- and secondary-school teachers and to instructors in non-formal education for children and adults. It is a teaching aid providing both theory and practical advice. However, parts of it can be used directly, without any teacher, by young people from the age of 14 upwards.Part 1 sets out an approach to the concepts essential if human rights education is to be rigorous, have a scientific basis, expand knowledge and promote thought. This part is to be read by teachers who wish to impart human rights education. It can be understood by secondary students aged 14 and over. It incorporates the basic components of the Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy (1994).Part 2 is addressed to schoolteachers and those in positions of responsibility. It is essentially a tool for teaching. It opens up avenues, makes suggestions and gives advice on how all educational disciplines can embrace the objectives inherent in human rights education. Obviously all teachers are free, in the light of their own cultures and individual pedagogical choices, to invent and create approaches and situations different from those suggested here.Part 3 presents a number of pedagogical examples that have been tried out and that provide an approach for educational work concerning a specific right. The plan follows that of the Universal Declaration of Human Rights, which is quoted and referred to at length. This part may be regarded as an educational demonstration of the features of this declaration, the fiftieth anniversary of which is being celebrated by UNESCO and the United Nations in 1998.All teachers and organizers can be guided by the experiments presented here to encourage information, training and reflection. There is no need to follow any particular order. As the need arises, a particular right (such as the right to health care or the right to live in a well-balanced environment) can be introduced before or after another right, or the focus may be on a single right.The Manual does not seek to be exhaustive but rather to propose material which can be developed and supplemented in an ongoing process. It will be for educators and learners, in their own cultural contexts, to discover how human rights can acquire meaning in their daily lives.