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Shaping the education of tomorrow: 2012 report on the UN decade of education for sustainable development, abridged Année de publication: 2012 Auteur institutionnel: UNESCO As the lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005 – 2014), UNESCO is responsible for monitoring and evaluating progress during the DESD. UNESCO is publishing three reports during the DESD – in 2009, 2012 and 2014. This second report focuses specifically on processes and learning in the context of Education for Sustainable Development (ESD). What kinds of learning processes have emerged in the course of the DESD? What is the role of ESD in supporting them? What changes in ESD have occurred since the early years of the Decade? The report is informed by a broad consultation process that includes input from hundreds of policy makers, scholars and practitioners engaged in ESD around the world. 
2019: The International Year of Indigenous Languages (The UNESCO Courier. January-March 2019) Année de publication: 2019 Auteur institutionnel: UNESCO With the designation of 2019 as the International Year of Indigenous Languages (IYIL2019), officially launched at UNESCO on 28 January, the international community reaffirms its commitment to supporting indigenous peoples in their efforts to preserve their knowledge and enjoy their rights. Since the adoption of the Declaration on the Rights of Indigenous Peoples (link is external) by the United Nations General Assembly on 13 September 2007, considerable progress has been made in this regard. Nevertheless, indigenous peoples still have a long way to go before they emerge from marginalization and overcome the many obstacles they face. One-third of the world’s people living in extreme poverty belong to indigenous communities, just as in a number of countries, legislation that promotes the rights of indigenous peoples remains incompatible with other laws that deal with issues such as agriculture, land, conservation, forestry, mining and other industries, according to Victoria Tauli-Corpuz (link is external), United Nations Special Rapporteur on the Rights of Indigenous Peoples. The Wide Angle section in this issue of the Courier is dedicated to these indigenous peoples. It takes its title from the Chinese proverb: “When you drink water, think of the source”, to remind us that indigenous knowledge, the source of all knowledge, deserve a prominent place in modernity. The issue also marks the celebration of International Mother Language Day (link is external), 21 February. 2019 : Année internationale des langues autochtones Année de publication: 2019 Auteur institutionnel: UNESCO À une époque où la tension ne cesse de croître, où les droits de l'homme, la liberté d'expression, la paix et l'avenir de la planète semblent plus que jamais remis en question, le pouvoir de transformation véhiculé par l'éducation revêt une importance cruciale.Avec la désignation de 2019 comme Année internationale des langues autochtones(IYIL2019), lancée officiellement à l’UNESCO le 28 janvier, la communauté internationale réaffirme sa volonté de soutenir les peuples autochtones dans leurs efforts de préserver leurs savoirs et de jouir de leurs droits.Depuis l’adoption de la Déclaration sur les droits des peuples autochtones, par l’Assemblée générale des Nations Unies, le 13 septembre 2007, des avancées considérables ont été faites dans ce sens. Il n’en reste pas moins que les peuples autochtones ont encore un long chemin à parcourir avant de sortir de la marginalisation et de surmonter les nombreux obstacles auxquels ils doivent faire face. Un tiers des personnes qui vivent dans l’extrême pauvreté à travers le monde appartiennent à des communautés autochtones, de même que dans un bon nombre de pays, les législations en faveur des peuples autochtones demeurent incompatibles avec d’autres lois qui traitent notamment de l’agriculture, de la terre, de la conservation et des industries forestières ou minières, selon Victoria Tauli-Corpuz, Rapporteuse spéciale des Nations Unies sur les droits des peuples autochtones. Le dossier Grand angle de ce numéro du Courrier leur est consacré. Il emprunte son titre au proverbe chinois : « Quand tu bois de l’eau, pense à la source », pour rappeler que les savoirs autochtones, source de tous les savoirs, méritent une place prééminente dans la modernité. Il s’associe également à la célébration de la Journée internationale de la langue maternelle, le 21 février. 可持续发展教育（ESD）为21世纪建设一个更加美好和更加公平的世界 Année de publication: 2012 Auteur institutionnel: UNESCO Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Education for Sustainable Development requires far-reaching changes in the way education is often practised today. UNESCO is the lead agency for the UN Decade of Education for Sustainable Development (2005-2014). 
The Concept, Values and Implementation Models of GCED Année de publication: 2013 Auteur: Lu Lihua, Jiang Junhe “Global Citizenship education” aims to cultivate global citizens with an international perspective and global awareness. At present, there are more and more countries focusing on developing the core education value including” equity and justice”, “survival and development” and “democracy and rationality” and builds the global citizenship education network. 
What Makes a Quality Curriculum?: In-Progress Reflection No.2 on Current and Critical Issues in Curriculum and Learning Année de publication: 2016 Auteur: Philip Stabback Auteur institutionnel: UNESCO International Bureau of Education (IBE) Sustainable Development Goal Four has to do with education in the post-2015 development agenda. It aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.Given the essential role of curriculum in enabling quality learning and in articulating and supporting education that is relevant to holistic development, our purpose in this paper is to identify what makes a quality curriculum, so as to support curricular innovation in UNESCO Member States to the end of the realization of Sustainable Development Goal Four.In this we are assuming that curriculum, given its essential role in the provision of quality learning for all children and young people, and in articulating and supporting education that is relevant to holistic development, is critical in the realization of SDG 4. It is the curriculum that determines to a large extent whether education is inclusive, thus playing a significant role in ensuring that provision is equitable. It is the curriculum that provides the structure for the provision of quality learning, especially where teachers might be under-qualified and inexperienced, their classrooms under-resourced, and their students lacking the prior frameworks within which to situate their learning. And it is the curriculum that articulates both the competencies necessary for lifelong learning and the competencies needed for holistic development.We thus argue that curriculum lies at the crossroads of these four key aspects of SDG 4: that education should be (1) inclusive and equitable, (2) characterized by quality learning, (3) promoting lifelong learning, and (4) relevant to holistic development. Curriculum, in other words, provides the bridge between education and development – and it is the competencies associated with lifelong learning and aligned with development needs, in the broadest, holistic sense of the term, that span that bridge. 
How Does Education About the Holocaust Advance Global Citizenship Education? Année de publication: 2018 Auteur: E. Doyle Stevick Auteur institutionnel: UNESCO Can education about past genocides shape our understanding of how violence occur in today’s world? Can it foster a sense of belonging to a common humanity and empower young people to become active citizens who work globally for peace and human rights? How does learning about such crimes, which profoundly affect the core dignity of human beings, support the objectives of Global Citizenship Education (GCED), a priority of the 2030 Education Agenda?This paper, commissioned by UNESCO, offers an overview of empirical research on teaching and learning about the Holocaust and how such education may impact leaners’ cognitive, socio-emotional and behavioural skills and competencies. It provides insights for educators on how effective lessons about the Holocaust can meet some of the key expected outcomes of Global Citizenship Education (GCED), such as critical thinking skills, attitudes of empathy and solidarity, and motivation to take action to prevent human rights abuses. Report on the survey on the implementation of the road map for arts education Année de publication: 2010 Auteur institutionnel: UNESCO The Road Map for Arts Education is a reference document that aims to explore the role of arts education in meeting the need for creativity and cultural awareness in the 21st Century, while placing emphasis on the strategies required to introduce or promote arts education in the learning environment. Within this conceptual framework, all UNESCO Member States interested in initiating or developing arts education practices can mould their own national policy guidelines, adapted to their socio-cultural specificities. With the Road Map, UNESCO advocates the essential role of arts education within societies, to create a common ground of understanding for all stakeholders. The development of the Road Map for Arts Education was a lengthy and comprehensive consultation process. The document was first elaborated by a group of experts and UNESCO, then presented at the First World Conference on Arts Education (Lisbon, 2006) and later revised and updated, following recommendations from NGOs and Member States. The Road Map was finally distributed to the UNESCO Member States in November 2007 in English and French and then translated into Spanish and Russian following popular demand. More than a year after this distribution, UNESCO launched a wide-ranging survey in order to assess the implementation of the Road Map in its 193 Member States. Through its National Commissions, the Organization relayed this document to Ministries of both Education and Culture. The aim of this exercise was threefold: to learn whether the Road Map was being applied and to what extent it was influencing policy decisions at national level; to act as a reminder of the importance of the UNESCO reference document and encourage its use; finally, to assess the situation of arts education in the responding countries. Thus, this survey not only acted as a catalyst for the implementation of the Road Map, but also provided precious knowledge on arts education around the world. The Member States’ responses also contributed greatly to the Second World Conference on Arts Education (Seoul, May 2010), inspiring one of its main themes and the topics for a number of workshops. They also encouraged a more integral participation of these States in the conference through preparatory consultations. 
Content, Comprehensiveness and Coherence in Policies for Early Childhood: How the Curriculum Can Contribute Année de publication: 2016 Auteur: María Isabel Díaz Auteur institutionnel: UNESCO International Bureau of Education (IBE) In the context of international agreements and commitments concerning early childhood, the purpose of this document is to review and renew the challenges that are involved in forging educational and curriculum policies for the first level of education. In the light of early childhood being increasingly included in the public agenda, countries are making sustained efforts to increase equity and quality in the design and implementation of policies for the early years.These are policies that are in the process of changing by including quality and participation criteria; fine-tuning monitoring and assessment mechanisms; going beyond the lack of sectoral and territorial coordination, among other limitations; moving from a needs-based approach to a rights-based approach; and adopting a comprehensive view. The document analyses, from a long-term public policy perspective, some of the challenges that second-generation policies face, positioning the curriculum as the articulating factor for the development of comprehensive policies for early childhood. Notre diversité créatrice: rapport de la commission mondiale de la culture et du développement Année de publication: 1996 Auteur institutionnel: World Commission on Culture and Development This report is designed to address a diversified audience across the world that ranges from community activists, field workers, artists and scholars to government officials and politicians. We want it to inform the world’s opinion leaders and to guide its policy-makers. We want it to capture the attention of the world’s intellectual and artistic communities, as well as the general public. We aim to have shown them how culture shapes all our thinking, imagining and behaviour. It is the transmission of behaviour as well as a dynamic source for change, creativity, freedom and the awakening of innovative opportunities. For groups and societies, culture is energy, inspiration and empowerment, as well as the knowledge and acknowledgment of diversity: if cultural diversity is ‘behind us, around us and before us”, as Claude L&i-Strauss put it, we must learn how to let it lead not to the clash of cultures, but to their fruitful coexistence and to intercultural harmony. Just as in the tasks of building peace and consolidating democratic values, an indivisible set of goals, so too economic and political rights cannot be realized separately from social and cultural rights. The challenge to humanity is to adopt new ways of thinking, new ways of acting, new ways of organizing itself in society, in short, new ways of living. The challenge is also to promote different paths of development, informed by a recognition of how cultural factors shape the way in which societies conceive their own futures and choose the means to attain these futures. I have for some time been concerned with the “culture of peace”. There is now considerable evidence that neglect of human development has been one of the principal causes of wars and internal armed conflicts, and that these, in turn, retard human development. With government complicity and with the intention of raising export receipts, private businesses continue to sell advanced military technology, nuclear materials and equipment for the production of bacteriological and chemical warfare. The concept of state sovereignty which still prevails today has increasingly come under scrutiny. In the area of peace-keeping, the distinction between external aggression and internal oppression is often unrealistic. The predominant threat to stability are violent conflicts within countries and not between them. There is an urgent need to strengthen international human rights law. Many of the most serious troubles come from within states – either because of ethnic strife or repressive measures by governments. Conditions that lead to tyranny and large-scale violations of human rights at home sooner or later are likely to spill over into a search for enemies abroad. The temptation of repressive states to export internal difficulties is great. Consider the Soviet Union’s invasion of Hungary and Czechoslovakia after it had used domestic oppression and the persistent refusal - for many years - of the previous South African governments to grant independence to Namibia. An ounce of prevention is better than a ton of punishment.