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Shaping the future we want: UN decade of education for sustainable development; final report Année de publication: 2014 Auteur: Carolee Buckler | Heather Creech Auteur institutionnel: UNESCO The United Nations Decade of Education for Sustainable Development (2005 –2014) (DESD) aimed at integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all. The mandate of the DESD has energized a vast number of stakeholders – across Member States, UN agencies, the education sector, the private sector and civil society – to work in partnership to reorient education systems towards sustainable development. This final DESD Global Monitoring and Evaluation Report (GME) provides an assessment of progress towards embedding Education for Sustainable Development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD GME reports, and based upon Member States’ and other stakeholders’ assessments of the current state of ESD, this report maps the achievements and challenges of a decade of progress and action on ESD at the global, regional, national and local levels – and within all areas and levels of education. Shaping the future we want: UN decade of education for sustainable development; final report Année de publication: 2014 Auteur: Carolee Buckler | Heather Creech Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) La Décennie de l’ONU pour l'Éducation pour le Développement Durable (2005 -2014) (DEDD) visant à intégrer les principes et pratiques du développement durable dans tous les aspects de l'éducation et de l'apprentissage, afin d'encourager les changements dans les connaissances, les valeurs et les attitudes avec la vision de permettre à un plus durable et plus juste pour tous. Le mandat de la DEDD a stimulé un grand nombre de parties prenantes - dans tous les États Membres, les organismes de l’ONU, le secteur de l'éducation, le secteur privé et la société civile – pour travailler en partenariat afin de réorienter les systèmes d'éducation vers un développement durable. Cette dernière DEDD Suivi Mondiale et le Rapport d'Évaluation (SME) fournit une évaluation des progrès accomplis vers l'intégration Éducation pour le Développement Durable (EDD) dans les systèmes d'éducation et dans les efforts de développement durable. Se fondant sur les conclusions des deux dernières DEDD SME rapports, et basées sur des États membres et d'autres parties prenantes et les évaluations de l'état actuel de l'EDD, ce rapport maps les réalisations et les défis d'une décennie de progrès et d'action sur l'EDD à l'échelle mondiale, niveaux régional, national et local - et dans tous les domaines et niveaux d'éducation. Façonner l'avenir que nous voulons: décennie des Nations Unies pour l'éducation au service du développement durable (2005-2014), rapport final, résumé Année de publication: 2014 Auteur: Carolee Buckler | Heather Creech Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This summary for policy- and decision-makers provides a brief overview of the key findings and trends, a synopsis of highlights, challenges and actions across all levels and areas of education, and steps for scaling up actions presented in the UNESCO 2014 Global Monitoring and Evaluation Final Report, Shaping the Future We Want – UN Decade of Education for Sustainable Development (2005-2014). The Final Report provides an assessment of progress towards embedding education for sustainable development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD Global Monitoring and Evaluation reports, and based upon Member States’ and other stakeholders’ assessments of the current state of ESD, the Final Report maps the achievements and challenges of a decade of progress and action on ESD at the global, national, regional and local levels, and within all areas and levels of education. The Final Report concludes that a solid foundation has been laid for ESD at the end of the DESD, achieved by raising awareness, influencing policies and generating significant numbers of good practice projects in all areas of education and learning. At the end of 10 years of work, 10 key findings and trends have emerged that will guide ESD into the future. The report also shows that despite the successes, a full integration of ESD into education systems has yet to take place in most countries. 
Introducing democracy: 80 questions and answers Année de publication: 2009 Auteur: David Beetham | Kevin Boyle Auteur institutionnel: UNESCO Humorously illustrated by Plantu, the famous cartoonist of the French newspaper Le Monde, this book is a valuable tool for all those who want to know more about democracy and human rights, whether it be students, activists, civil servants, or simply as interested citizens. What is democracy? What is the relation between democracy and individual rights? Is majority rule always democratic? How can democracy be maintained and improved? This book tackles these and other questions about democracy, covering six broad areas: basic concepts and principles; free and fair elections; open and accountable government; individual rights and their defence; democratic or civil society; the future of democracy. Démocratie: questions et réponses Année de publication: 2009 Auteur: David Beetham | Kevin Boyle Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Humorously illustrated by Plantu, the famous cartoonist of the French newspaper Le Monde, this book is a valuable tool for all those who want to know more about democracy and human rights, whether it be students, activists, civil servants, or simply as interested citizens. What is democracy? What is the relation between democracy and individual rights? Is majority rule always democratic? How can democracy be maintained and improved? This book tackles these and other questions about democracy, covering six broad areas: basic concepts and principles; free and fair elections; open and accountable government; individual rights and their defence; democratic or civil society; the future of democracy. الديمقراطية: أسئلة وأجوبة Année de publication: 2009 Auteur: David Beetham | Kevin Boyle Auteur institutionnel: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) Humorously illustrated by Plantu, the famous cartoonist of the French newspaper Le Monde, this book is a valuable tool for all those who want to know more about democracy and human rights, whether it be students, activists, civil servants, or simply as interested citizens. What is democracy? What is the relation between democracy and individual rights? Is majority rule always democratic? How can democracy be maintained and improved? This book tackles these and other questions about democracy, covering six broad areas: basic concepts and principles; free and fair elections; open and accountable government; individual rights and their defence; democratic or civil society; the future of democracy. 
Education Transforms Lives Année de publication: 2017 Auteur institutionnel: UNESCO This brochure explores UNESCO’s role in leading and coordinating the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. UNESCO is the United Nations’ specialized agency for education and the Education Sector provides global and regional leadership in education and responds to contemporary global challenges through education with a special focus on gender equality and Africa. L’éducation transforme la vie Année de publication: 2017 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Grâce au nouveau Programme audacieux de développement durable entériné par la communauté internationale en septembre 2015, le monde s’est fixé pour objectif d’éradiquer la pauvreté à l’horizon 2030 à travers 17 Objectifs de développement durable (ODD). Ces objectifs ambitieux ont été adoptés à l’unanimité par les 193 États membres de l’Organisation des Nations Unies. C’est à ces derniers qu’incombe en premier lieu la responsabilité de les réaliser. L’éducation, cruciale pour atteindre l’ensemble des ODD, bénéficie d’un objectif dédié, l’ODD 4, visant à « assurer l’accès de tous à une éducation de qualité, sur un pied d’égalité, et promouvoir les possibilités d’apprentissage tout au long de la vie ».L’UNESCO est la seule agence des Nations Unies chargée de tous les aspects de l’éducation et possède également un réseau mondial d’instituts et de bureaux spécialisés. C’est pourquoi elle s’est vue confier la direction et la coordination de cet objectif, aux côtés de ses partenaires, par le biais de l’agenda Éducation 2030. Repenser l'éducation: vers un bien commun mondial? Année de publication: 2015 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate. It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’. 
Education à la citoyenneté mondiale: thèmes et objectifs d'apprentissage Année de publication: 2015 Auteur institutionnel: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings.