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Accountability from a Human Rights Perspective: The Incorporation and Enforcement of the Right to Education in the Domestic Legal Order Année de publication: 2017 Auteur institutionnel: ActionAid International | Right to Education Initiative (UK) The aim of this paper is to reframe States’ political commitment to education under Education 2030 as a legal commitment the vast majority of States have already made under international human rights law. By recasting the content of SDG Four as part of the right to education, the legal obligations owed to that content can be invoked. This renders various elements of SDG Four, ifthe State in question has legally committed to the right to education and incorporated the right to education in their domestic legal orders, amenable to adjudication by competent mechanisms, offering the possibility of legal accountability through legal enforcement. 
Stratégie du réSEAU pour 2014-2021 Un réseau mondial d’ecoles pour répondre aux défis mondiaux: renforcer la citoyenneté mondiale et promouvoir le développement durable Année de publication: 2014 Auteur institutionnel: UNESCO Associated Schools Project Network (ASPnet) Over the next 8 years (2014-2021), ASPnet needs to respond to the needs of education in a rapidly changing and increasingly complex world. The following strategy, therefore, has to remain flexible and requires regular re-evaluation in the light of a changing environment. Globalization and growing interconnectedness ask for increased networking and cooperation. ASPnet has proven to have a great potential for global school networking and educational innovations, which remain largely untapped. UNESCO can make much fuller use of ASPnet in its quest for and implementation of a successful Post-2015 Global Education Agenda. 
International Higher Education: Shifting Mobilities, Policy Challenges, and New Initiatives Année de publication: 2018 Auteur: Rajika Bhandari | Chelsea Robles | Christine Farrugia Auteur institutionnel: Global Education Monitoring Report Team | Institute of International Education (USA). Center for Academic Mobility Research and Impact Cross-border mobility in higher education, while still referring to a minority of people, is a large phenomenon that is increasingly taking new forms, extending from students and faculty member mobility to the movement of educational programs and institutions, including the spread of online courses facilitated by improvements in technology. It is also a phenomenon with major implications in facilitating the flow and exchange of ideas and knowledge, improving practices, generating resources for receiving countries, and attracting talent. For that reason, the internationalization of higher education puts pressure on countries to develop a strategy that would maximize the education, political and economic benefits while minimizing the costs.Based on an in-depth review of research and existing data, this paper examines key issues in the internationalization of higher education, assesses broad consequences, and discusses a selection of the latest trends. The paper also provides an overview of the key policy challenges and options facing governments in low, middle and high income countries as they seek to internationalize their higher education sectors while also sending their top talent overseas to acquire a global education. 
Guidelines on the Development of Open Educational Resources Policies Année de publication: 2019 Auteur institutionnel: UNESCO | Commonwealth of Learning Open educational resources (OER) – and to a greater extent, OER policies – can increase the quality and accessibility of teaching and learning as well as foster knowledge creation within a country.This publication provides detailed guidelines on how to develop systematic and effective policies on OER. Such policies are important to coordinate, strengthen and drive initiatives in a country; they involve government and institution actors on various levels working together to leverage OER toward achieving common goals under a national educational framework. OER policy provisions can be a part of a dedicated national masterplan, be under the framework of an overall education programme, or be elements incorporated into various strategies across multiple sectors.These guidelines lay out steps to review, analyse, develop, implement and monitor a context-relevant OER policy. They guide, but do not determine, what involved actors should do in a specific set of circumstances, providing a comprehensive framework for governments and institutions to set out vision and the scope of their policy.Each chapter introduces the purpose of the phase, provides background information and references practical examples for illustration. At the end of each chapter, specific tasks are set for the policy designer, which will help with the formulation of the final OER policy. Образование:сокрытое сокровище доклад Международной комиссии по образованию для ХХI века, представленный ЮНЕСКО(основные положения) Année de publication: 1996 Auteur: Jacques Delors Auteur institutionnel: International Commission on Education for the Twenty-first Century Learning: The Treasure Within, commonly referred to as the 'Delors Report', proposes a holistic and integrated vision of education based on the paradigms of lifelong learning, and the four pillars of learning to be, to know, to do, and to live together. التعلّم: ذلك الكنز المكنون؛ تقرير قدمته الى اليونسكو اللجنة الدولية المعنية بالتربية للقرن الحادي والعشرين (مقتطفات) Année de publication: 1996 Auteur: Jacques Delors Auteur institutionnel: International Commission on Education for the Twenty-first Century Learning: The Treasure Within, commonly referred to as the 'Delors Report', proposes a holistic and integrated vision of education based on the paradigms of lifelong learning, and the four pillars of learning to be, to know, to do, and to live together. 教育：财富蕴藏其中国际二十一世纪教育委员会向教科文组织提交的报告(要点) Année de publication: 1996 Auteur: Jacques Delors Auteur institutionnel: International Commission on Education for the Twenty-first Century Learning: The Treasure Within, commonly referred to as the 'Delors Report', proposes a holistic and integrated vision of education based on the paradigms of lifelong learning, and the four pillars of learning to be, to know, to do, and to live together. 
ASPnet strategy for 2014-2021 global network of schools addressing global challenges: building global citizenship and promoting sustainable development Année de publication: 2014 Auteur institutionnel: UNESCO Associated Schools Project Network (ASPnet) Over the next 8 years (2014-2021), ASPnet needs to respond to the needs of education in a rapidly changing and increasingly complex world. The following strategy, therefore, has to remain flexible and requires regular re-evaluation in the light of a changing environment. Globalization and growing interconnectedness ask for increased networking and cooperation. ASPnet has proven to have a great potential for global school networking and educational innovations, which remain largely untapped. UNESCO can make much fuller use of ASPnet in its quest for and implementation of a successful Post-2015 Global Education Agenda. Stratégie du réSEAU pour 2014-2021 Un réseau mondial d’Ecoles pour répondre aux défis mondiaux : renforcer la citoyenneté mondiale et promouvoir le développement durable Année de publication: 2014 Auteur institutionnel: UNESCO Associated Schools Project Network (ASPnet) Au cours des huit prochaines années, le réSEAU devra répondre aux besoins de l'éducation dans un monde en évolution rapide et de plus en plus complexe. C’est pourquoi, la stratégie ci-après doit rester flexible et nécessite une réévaluation régulière à la lumière des changements de l'environnement. La mondialisation et l’interdépendance croissante requièrent le renforcement des réseaux et de la coopération. Le réSEAU a démontré un potentiel important pour la mise en réseau mondiale d’écoles et d’innovations éducatives, qui demeurent largement inexploitées. L’UNESCO peut tirer beaucoup plus parti du réSEAU dans sa quête d’un agenda mondialperformant pour l’éducation après-2015 et lors de la mise en œuvre de celui-ci. Documento final de la consulta técnica sobre educación para la ciudadanía mundial: Educación para la ciudadanía mundial: una perspectiva emergente Année de publication: 2013 Auteur institutionnel: UNESCO This document draws on inputs to, and common perspectives emerging from, a Technical Consultation on Global Citizenship Education organized by UNESCO and the Republic of Korea (i.e., the Ministries of Foreign Affairs and of Education, and the Asia-Pacific Centre of Education for International Understanding) in Seoul on 9-10 September 2013 . Informing this draft document are: a) responses from the expert participants to a questionnaire circulated by UNESCO in advance of the consultation; b) presentations from experts during the consultation; c) discussions during the consultation; and d) reference material contributing to, and prepared for, the consultation. The final draft of this document was prepared by UNESCO’s Division of Education for Peace and Sustainable Development at Headquarters in Paris, with the assistance of a drafting team.