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Bridge Zambia Project Report Année de publication: 2019 Auteur institutionnel: Korean National Commission for UNESCO | Zambia National Commission for UNESCO The Bridge Zambia Project (the Project) has been implemented jointly between the Korean National Commission for UNESCO (KNCU) and its partners in Zambia since October 2010. In March 2019, KNCU’s involvement in the Project will come to an end and Zambia will take over full responsibility for the Project as it goes forward. The Project has supported grassroots activities through the establishment of a Community Learning Centre (CLC), which acts as a hub of community-led development activities in non-formal education. The Project has mobilized and empowered communities and local leadership to take charge of non-formal education programmes with the aim of assisting Zambia to attain UNESCO’s Education for All goals and UN Sustainable Development Goal 4 (SDG 4), concerning education quality. 
Report of the regional training for Francophone Africa, cracking the code: quality, gender-responsive STEM education Année de publication: 2019 Auteur institutionnel: UNESCO The African Union recognized the importance of science, technology, research and innovation in stimulating socio-economic development in Africa in its Agenda 2063, and even earlier in the 2007 Addis Ababa Declaration on Science, Technology and Scientific Research for Development.There is a growing demand for professionals with science, technology, engineering and mathematics (STEM) skills in Africa, and the so-called fourth industrial revolution is expected to create a wide range of new jobs in these fields. However, unless efforts are made to address the mismatch between current skills and what will be needed for the future, this revolution will leave a large part of the continent behind.One of the concerns of many African countries is the low participation and academic performance of girls in STEM studies. UNESCO, with the financial support of the Government of Japan and the Ministry of National Education of Senegal, as well as many partners, organized a regional training to strengthen the capacities of education systems to provide gender-sensitive STEM education where all children can learn, grow and develop to their full potential. This brief report presents the results and next steps. 
D’une pensée coloniale à une pensée du colonial ?: La question de la restitution des œuvres africaines issues de la colonisation Année de publication: 2019 Auteur: Aurélie Duvivier En 2013, le Musée de Tervuren fermait ses portes pour la première grande rénovation de son histoire. Ce samedi 8 décembre 2018, flambant neuf, il a pu à nouveau accueillir des visiteurs. Comme nous le fait remarquer le magazine Culture Remains, au fil des temps, le musée a changé de dénominations : appelé successivement Musée du Congo, Musée du Congo belge puis Musée Royal de l’Afrique centrale, son nom a été dorénavant anglicisé en Africa Museum, l’ancrant ainsi symboliquement dans son époque. Mais ce n’est pas tout : considéré comme « trop colonialiste » par certains, la rénovation a permis une profonde modification de la scénographie plus en adéquation avec la pensée de son siècle. 
Recorridos nacionales rumbo a la educación para el desarrollo sostenible, 2011: análisis de las experiencias de los países Chile, Indonesia, Kenya, Omán, Países Bajos Année de publication: 2011 Auteur: I. Mulà | Daniella Tilbury Auteur institutionnel: UNESCO This publication has sourced information from a series of national reviews commissioned by UNESCO in 2010 and written by authoritative stakeholders in Chile, Indonesia, Kenya, the Netherlands and Oman. The selection of countries was based on: i) work showcased at the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany; ii) submissions to the monitoring and evaluation process for the Decade of Education for Sustainable Development (DESD); as well as iii) through evaluation material submitted by UNESCO staff in regional bureaux of education. The countries showcased in this report are not necessarily the ‘best’ examples of the region, as many other countries are also progressing effectively towards implementing ESD. Rather, the countries selected illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the learnt world. The national studies were then edited and harmonized before common themes and lessons learned were identified to support other national efforts in moving towards the second half of the UN Decade of Education for Sustainable Development. 
Education for Global Citizenship in a Postcolony: Lessons from Cameroon Année de publication: 2015 Auteur: Michael Foaleng Auteur institutionnel: Éducation des Adultes et Développement Global citizenship is only possible where individuals are able to engage locally in the identification and solution of their basic problems. The postcolonial education system of Cameroon, with its outdated teaching methods, produces poor scholars, who identify with the adult world through attitudes of hesitancy. We have not yet learned to be a citizen here. This is why citizenship education is currently recognised as a necessity. But its effectiveness presupposes that it is addressed not only to young people but to adults as well. One of the major challenges is to create an appropriate pedagogy for this purpose. Educación para la ciudadanía mundial en una nación postcolonial: lecciones de Camerún Année de publication: 2015 Auteur: Michael Foaleng Auteur institutionnel: Éducation des Adultes et Développement La ciudadanía mundial solo puede ejercerse allí donde las personas son capaces de participar a nivel local en la identifi cación y la solución de sus problemas básicos. El sistema postcolonial de educación de Camerún, cuyos métodos pedagógicos están obsoletos, forma estudiantes deficientes, que se identifi can con el mundo de los adultos mediante actitudes de vacilación. Aún no hemos aprendido a ser ciudadanos en este país. Por eso en la actualidad se reconoce la necesidad de impartir educación para la ciudadanía. Sin embargo, para que resulte efi caz es preciso que no solo esté orientada a los jóvenes, sino también a los adultos. Uno de los principales desafíos consiste en crear una pedagogía adecuada para alcanzar este objetivo. Éducation à la citoyenneté mondiale à l’ère postcoloniale : leçons du Cameroun Année de publication: 2015 Auteur: Michael Foaleng Auteur institutionnel: Éducation des Adultes et Développement Une citoyenneté mondiale n’est possible que là où localement les individus sont capables de s’engager dans l’identification et la résolution de leurs problèmes élémentaires. Le système éducatif du Cameroun postcolonial, avec ses méthodes pédagogiques désuètes, produit des déchets scolaires, qui se reconnaissent dans le monde des adultes par des attitudes attentistes. On n’a pas encore appris ici à être citoyen. C’est pourquoi l’éducation à la citoyenneté est actuellement reconnue comme une nécessité. Mais son efficacité présuppose qu’elle s’adresse non seulement aux jeunes, mais aussi adultes. L’un des défis majeurs reste alors d’imaginer une pédagogie appropriée à cet effet. Le Prisme de l'éducation pour le développement durable: un outil d'analyse des politiques et des pratiques Année de publication: 2010 Auteur institutionnel: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. Education for sustainable development lens: a policy and practice review tool Année de publication: 2010 Auteur institutionnel: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. Des pays en marche vers l'éducation pour le développement durable, 2011: examen des expériences nationales; Chili, Indonésie, Kenya, Oman, Pays-Bas Année de publication: 2011 Auteur: I. Mulà | Daniella Tilbury Auteur institutionnel: UNESCO This publication has sourced information from a series of national reviews commissioned by UNESCO in 2010 and written by authoritative stakeholders in Chile, Indonesia, Kenya, the Netherlands and Oman. The selection of countries was based on: i) work showcased at the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany; ii) submissions to the monitoring and evaluation process for the Decade of Education for Sustainable Development (DESD); as well as iii) through evaluation material submitted by UNESCO staff in regional bureaux of education. The countries showcased in this report are not necessarily the ‘best’ examples of the region, as many other countries are also progressing effectively towards implementing ESD. Rather, the countries selected illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the learnt world. The national studies were then edited and harmonized before common themes and lessons learned were identified to support other national efforts in moving towards the second half of the UN Decade of Education for Sustainable Development.