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L'Après-2015: l'éducation que nous voulons Année de publication: 2014 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | United Nations Children's Fund (UNICEF) The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education. It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment. Ответные меры системы образования на буллинг, вызванный гомофобией Année de publication: 2014 Auteur institutionnel: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. Déclaration Finale de la Réunion Mondiale sur l’EPT 2014 Accord de Mascate Année de publication: 2014 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This statement is agreed by Ministers, heads of delegations, leading officials of multilateral and bilateral organizations, and senior representatives of civil society and private sector organizations at the Global Education for All (EFA) Meeting in Muscat, Oman on May 12-14, 2014. Recalling the GEM 2012 Final Statement, the conference took note of the 2013/14 EFA Global Monitoring Report, the regional EFA reports, the Resolution of the 37th session of UNESCO's General Conference on Education Beyond 2015, the Decision of the Executive Board of UNESCO at its 194th session and the Joint Proposal of the EFA Steering Committee on Education Post-2015. Réponses du secteur de l'éducation au harcèlement homophobe Année de publication: 2013 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 
Rôle de l'UNESCO dans la promotion de l'éducation comme outil de prévention de l'extrémisme violent Année de publication: 2015 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey La Función de la UNESCO en la promoción de la educación como instrumento para prevenir el extremismo violento Année de publication: 2015 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey Роль ЮНЕСКО в популяризации образования в качестве инструмента предотвращения насильственного экстремизма Année de publication: 2015 Auteur institutionnel: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey دور اليونسكو في تعزيز التعليم بوصفه أداة لدرء التطرف العنيف Année de publication: 2015 Auteur institutionnel: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey 教科文组织在促进利用教育预防暴力极端主义方面的作用 Année de publication: 2015 Auteur institutionnel: 联合国教科文组织 (UNESCO) This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey 
Beyond 2015: the education we want Année de publication: 2014 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education.It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment.