Ressources
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培养跨文化能力手册 : 故事圈 Année de publication: 2020 Auteur: Darla K. Deardorff Auteur institutionnel: UNESCO 该文件详细介绍了用以培养跨文化能力的“故事圈”的方法，包括其使用的工具，操作方法等，同时包括了大量培训资源、案例素材与辅助材料。 
COVID-19 Pandemic in Locations with a Humanitarian Response Plans Année de publication: 2020 Auteur institutionnel: United Nations Office for the Coordination of Humanitarian Affairs (OCHA) This visual shows the number of confirmed cases and deaths from the coronavirus disease (COVID-19) in locations with Humanitarian Response Plans (HRPs). The COVID-19 data is sourced from the World Health Organization (WHO). The countries include Afghanistan, Burkina Faso, Burundi, Cameroon, Сentral African Republic, Chad, Colombia, Democratic Republic of the Congo, Ethiopia, Haiti, Iraq, Libya, Mali, Myanmar, Niger, Nigeria, occupied Palestinian territory, Somalia, South Sudan, Sudan, Syria, Ukraine, Venezuela, Yemen and Zimbabwe. More countries will be added as needed. 
Better Life, Better Future: UNESCO Global Partnership for Girl's and Women's Education Année de publication: 2015 Auteur institutionnel: UNESCO Since its inception, UNESCO has been a strong advocate, promoter and defender of the right to quality education for all, especially for girls and women. Gender equality and education are fundamental human rights, which stand at the core of UNESCO’s mandate. UNESCO launched the Global Partnership for Girls’ and Women’s Education in 2011, guided by the conviction that by educating girls and women, we can break persistent cycles of poverty and in turn foster greater social justice. The Partnership aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest challenges and obstacles to their education. The partnership addresses two weakest links which are secondery education and literacy. Une Vie meilleure, un avenir meilleur: partenariat mondial de l'UNESCO pour l'éducation des filles et des femmes Année de publication: 2015 Auteur institutionnel: UNESCO Since its inception, UNESCO has been a strong advocate, promoter and defender of the right to quality education for all, especially for girls and women. Gender equality and education are fundamental human rights, which stand at the core of UNESCO’s mandate. UNESCO launched the Global Partnership for Girls’ and Women’s Education in 2011, guided by the conviction that by educating girls and women, we can break persistent cycles of poverty and in turn foster greater social justice. The Partnership aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest challenges and obstacles to their education. The partnership addresses two weakest links which are secondery education and literacy. 
Better Life, Better Future: UNESCO Global Partnership for Girls' and Women's Education Année de publication: 2014 Auteur institutionnel: UNESCO Since its creation, UNESCO has been advocating for, promoting and defending the right to quality education for all, especially for girls and women. As fundamental human rights, gender equality and education stand at the core of UNESCO’s mandate. UNESCO launched the Global Partnership for Girls’ and Women’s Education in 2011 guided by the conviction that educating girls and women can break the cycle of poverty and foster greater social justice. The Partnership seeks to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest challenges and obstacles to their education. The Partnership addresses two main areas which require increased attention: secondary education and literacy. 
Better Life, Better Future: UNESCO Global Partnership for Girl's and Women's Education Année de publication: 2011 Auteur institutionnel: UNESCO “Better Life, Better Future”, UNESCO’s global partnership for girls’ and women’s education, addresses two main areas requiring increased attention – secondary education and adult literacy. It will seek to introduce programmes aimed at stemming the dropout of adolescent girls in the transition from primary to secondary education and in lower secondary schools, as well as focus on scaling up women’s literacy programmes through stronger advocacy and partnerships. As a first step, and in complement to other United Nations initiatives, UNESCO has recently concluded several dynamic public and private partnerships, which stand to benefit marginalized girls and women in Africa and Asia. 
L’éducation à la citoyenneté en Egypte Année de publication: 2013 Auteur: Madeline Waddell Auteur institutionnel: University of Puget Sound Le printemps arabe a apporté l'espoir d'un Moyen-Orient démocratique pour beaucoup dans la communauté internationale. Alors que la littérature sur les transitions démocratiques comprend un ensemble de composants, les chercheurs sur la région se sont concentrés sur les développements institutionnels tels que les élections et les constitutions. Bien que ces composants structurels sont essentiels, ce document préconise pour l'éducation à la citoyenneté comme un autre élément crucial dans les transitions démocratiques. Bien que généralement pas partie de cette littérature, l'éducation à la citoyenneté implique la construction d'une population informée et active capable de contribuer à une culture totale de la démocratie. Cet article analyse ces efforts pédagogiques en Egypte transitoire par contraste le rôle de l'État dans l'éducation à la citoyenneté avec celle de la société civile. Ce contraste conduit à la conclusion que l'aCECnt mis sur le troisième secteur est nécessaire pour la réalisation des objectifs de l'éducation à la citoyenneté apolitique. Le système scolaire de l'Egypte est non seulement le plus robuste dans le monde arabe, mais a toujours été utilisé par différents régimes autoritaires pour faire avancer des objectifs politiques. Lorsque juxtaposée à l'immergence d'une abondance des ONG après la révolution 2011, il devient un cas d'étude idéal. L'analyse est basée sur les théories de l'éducation à la citoyenneté et à la recherche du système éducatif égyptien, et est complétée par des entretiens informels dans le pays. 
Transforming our world: literacy for sustainable development Année de publication: 2015 Auteur: Ulrike Hanemann | Cassandra Scarpino Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ Transformer notre monde: l'alphabétisation au service du développement durable Année de publication: 2015 Auteur: Ulrike Hanemann | Cassandra Scarpino Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ 
Gender-Based Violence in Education Année de publication: 2015 Auteur: Jenny Perkes This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible. It traces remarkable progress in research, policy and programmes, particularly since the mid-2000s when evidence around the globe exposed high levels of many forms of violence. However, there is still insufficient knowledge about what works to reduce violence, and weaknesses in processes of policy enactment which inhibit effective action. Through four country case studies, in South Africa, Brazil, India and Liberia, this paper explores how different forms of violence are being addressed in varying contexts. It concludes that more attention is needed to the space between national and local policy enactments, and to tackling at national, district, school and community levels the norms and inequalities at the heart of gender-based violence.