Ressources
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What Have We Learnt?: Overview of Findings From a Survey of Ministries of Education on National Responses to COVID-19 Année de publication: 2020 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) | World Bank As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS) were analysed. They cover government responses to school closures from pre-primary to secondary education. 
What Does the Rule of Law Have to Do With Me? Année de publication: 2020 Auteur institutionnel: UNESCO Using fun, interactive pedagogical tools and a classroom setting, this video explains to young people the basic concept of the rule of law and how they can engage in building a society on just laws which protect the fundamental rights of the individual and promote citizenship (https://en.unesco.org/themes/gced).In simple engaging language with real life examples and interaction with pupils, it explains 'accountability', 'freedom of expression', the characteristics of good law and equality before the law.The video describes the UNESCO-UNODC partnership on education for the rule of law (https://en.unesco.org/themes/gced/rul...) which works to bridge the gap between education and justice and supports Sustainable Development Goals 4 (in particular target 4.7) and 16. The partnership has developed interactive handbooks for schools and guidance for policy-makers. 
Understanding Media and Information Literacy (MIL) in the Digital Age: A Question of Democracy Année de publication: 2019 Auteur: Ulla Carlsson Auteur institutionnel: University of Gothenburg | UNESCO This book consists of three parts. In the first part, a number of articles of a more general nature discuss media and information literacy (MIL) in a variety of contexts as well as courses of development on national, regional and global levels. The focus in the second part is on Sweden, the host the UNESCO Global MIL Week Feature Conference 2019. The articles in this part present current research findings, policy decisions and political initiatives, and some examples of ‘best practices’ in the MIL area. The third part presents a new approach to MIL in a context of social change and Agenda 2030. 
Teaching and Learning With Twitter Année de publication: 2019 Auteur institutionnel: Twitter | UNESCO This resource is for educators who want to design lessons around media and information literacy and how it relates to global citizenship and digital citizenship education. Whether your focus is on media and information literacy (MIL) or nurturing good online habits, or other social competencies, there’ll be something here for you. 
World Programme for Human Rights Education: Plan of Action; Third Phase Année de publication: 2017 Auteur institutionnel: UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) The plan of action for the third phase (2015–2019) of the World Programme, which benefited from the input and review of governmental and nongovernmental experts and practitioners, proposes a concrete strategy and practical ideas for further implementing human rights education and training in the above-mentioned areas at the national level. Its key elements are highlighted below:Human rights education in the primary and secondary school systems and in higher education, and human rights training for teachers and educators, civil servants, law enforcement officials and the military. Programa mundial para la educación en derechos humanos: Plan de acción; Tercera etapa Année de publication: 2017 Auteur institutionnel: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) En el Plan de acción para la tercera etapa (2015-2019) del Programa Mundial —que contó con aportaciones y revisiones de diversos expertos y profesionales gubernamentales y no gubernamentales— se proponen una estrategia concreta e ideas prácticas para seguir impartiendo formación y educación en derechos humanos en los ámbitos mencionados en el plano nacional. A continuación se destacan sus elementos principales. Educación en derechos humanos en la enseñanza primaria y secundaria y en la enseñanza superior y formación en derechos humanos de los maestros y los educadores, los funcionarios públicos, los miembros de las fuerzas del orden y el personal military. Programme mondial en faveur de l’éducation aux droits de l’homme : Plan d’action ; Troisième phase Année de publication: 2017 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) Le plan d’action pour la troisième phase (2015-2019) du Programme mondial, qui a bénéficié de l’apport et des avis critiques d’experts et praticiens gouvernementaux et non gouvernementaux, propose une stratégie concrète et des idées pratiques pour poursuivre la mise en œuvre de l’éducation et de la formation aux droits de l’homme dans les secteurs susmentionnés au niveau national. Ses principaux éléments sont indiqués ci-dessous:L’éducation aux droits de l’homme dans les systèmes d’enseignement primaire, secondaire et supérieur, ainsi que la formation aux droits de l’homme des enseignants, des éducateurs, des fonctionnaires, des responsables de l’application des lois et du personnel militaire. Всемирная программа образования в области прав человека: План действий; Третий этап Année de publication: 2017 Auteur institutionnel: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) В плане действий для третьего этапа (2015–2019 годы) Всемирной программы образования в области прав человека, в составление и обзор которого внесли свой вклад эксперты и специалисты-практики из правительственных и неправительственных органов, предложена конкретная стратегия и практические идеи по дальнейшему внедрению образования в области прав человека в вышеупомянутых секторах на национальном уровне. Ниже изложены его ключевые элементы. Образование в области прав человека в системах начальных и средних школ и высшего образования, а также подготовка в области прав человека для учителей и воспитателей, государственных служащих, сотрудников правоохранительных органов и военнослужащих. 
Multi-Stakeholder Approaches to Education for Sustainable Development in Local Communities: Towards Achieving the Sustainable Development Goals in Asia Année de publication: 2020 Auteur institutionnel: UNESCO The idea for this publication first emerged from the ‘10th Asia-Pacific RCE Regional Meeting and Symposium on the Sustainable Development Goals: From Goals to Action’, held from 2 to 4 November 2017 at the India Habitat Centre in New Delhi, India. The case studies presented at the symposium became the basis for this publication.The cases presented in this publication show how RCEs create solutions that enable sustainable development practices in local communities by utilizing education, innovative learning methods and multi-stakeholder partnerships. Local stakeholders take ownership of the sustainability processes, consistently address the targeted SDGs, and demonstrate RCE contributions to the ESD for 2030 priority action areas – policy, education and training settings, educators, youth and community. 
Using Civic Participation and Civic Reasoning to Shape Our Future and Education (Background Paper for the Futures of Education Initiative) Année de publication: 2020 Auteur: Sarah M. Stitzlein Auteur institutionnel: UNESCO Actualizing a preferred future relies on citizens who are prepared to effectively engage perhaps the most fundamental civic question: ‘What should we do?’ (Levine, 2016; Dishon & Ben-Porath, 2018). It is a question that arises when people face a problem, must reach a decision, or must figure out how to flourish together as a group. This question is closely tied to the key question posed by the International Commission on the Futures of Education: ‘What do we want to become?’ Engaging both questions is a useful way for us to envision education in the future. These questions push us to consider not only what we merely can do, but also what is right for us to do in light of our responsibilities to others.Civic reasoning is the sort of reasoning we do as we answer the question, ‘What should we do?’ Civic discourse is a means or method by which people engage in civic reasoning. Efforts to envision improved education and futures should foreground civic reasoning and discourse as both a means and ends of citizen participation. They are important for the ways in which they directly engage citizens and for their products, which lead to future civic action and better futures.