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Education for sustainable development; good practices in addressing biodiversity Année de publication: 2012 Auteur institutionnel: UNESCO To support the growing interest in biodiversity issues and ESD, UNESCO is publishing this volume containing 24 examples of programmes addressing biodiversity in ESD settings and practices. These good practices and shared experiences, which were provided by a range of different stakeholders, are concrete examples of successful implementation of ESD in different fields and sectors, from the political to the school level, and including formal, non-formal and informal learning situations. 
Education and Disability: Analysis of Data from 49 Countries (UIS Information Paper No. 49) Année de publication: 2018 Auteur institutionnel: UNESCO Institute for Statistics (UIS) Sustainable Development Goal (SDG) 4 calls for “inclusive and quality education for all”. Persons with a disability are among the population groups most likely to suffer from exclusion from education but data that permit an analysis of the links between disability and education remain scarce.This paper examines educational disparities linked to disability based on data from 49 countries and territories for five education indicators: Proportion of 15- to 29-year-olds who ever attended school Out-of-school rate (primary school age, lower secondary school age) Completion rate (primary education, lower secondary education) Mean years of schooling of the population 25 years and older Adult literacy rate (population 15 years and older) Education, Poverty and Terrorism: Is There a Causal Connection? Année de publication: 2003 Auteur: Alan B. Krueger | Jitka Maleckova Auteur institutionnel: American Economic Association In the authors' view, any connection between poverty, education and terrorism is indirect, complicated and probably quite weak. Instead of viewing terrorism as a direct response to low market opportunities or ignorance, the article suggests it is more accurately viewed as a response to political conditions and long-standing feelings of indignity and frustration that have little to do with economics. 
برنامج الملك عبد الله بن عبد العزيز الدولي لثقافة السلام والحوار: أهم منجَزات المرحلة الأولى Année de publication: 2016 Auteur institutionnel: UNESCO انبثق برنامج الملك عبد الله بن عبد العزيز الدولي لثقافة السلام والحوار من الإطار المؤسسي لبرنامج اليونسكو لثقافة السلام واللاعنف.إن ثقافة السلام لا تقتصر على كونها مفهوماً بل تتعداه إلى كونها التزاماً بجعل السلام واقعاً ملموساً للجميع. فهي تعبِّ عن “مجموعة من القيم والمواقف والتقاليدوأنماط السلوك وأساليب الحياة تستند إلى [...] احترام الحياة وإنهاء العنف [... و] التمسك بمبادئ الحرية والعدل والديمقراطية والتسامح والتضامنوالتعاون والتعددية والتنوع الثقافي والحوار والتفاهم على مستويات المجتمع كافة وفيما بين الأمم” (المادة 1 من إعلان وبرنامج العمل بشأن ثقافة السلام،اليونسكو، 1999 ). وتثابر اليونسكو على العمل لغرس ثقافة السلام مع مراعاة اعتبارات التنمية، بمضافرة القوى مع أصحاب المصلحة الملتزمين فيمجال التربية والعلوم والثقافة، والاتصال والإعلام. The King Abdullah bin Abdulaziz International Programme for a Culture of Peace and Dialogue: Key Achievements of Phase I Année de publication: 2016 Auteur institutionnel: UNESCO The King Abdullah bin Abdulaziz International Programme for a Culture of Peace and Dialogue arose from the institutional framework of UNESCO’s Programme for a Culture of peace and non-violence. More than a concept, the Culture of Peace is a commitment to make peace a tangible reality for all. It denotes “a set of values, attitudes, traditions and modes of behaviour and ways of life based on respect for life, ending of violence and […] adherence to the principles of freedom, justice, democracy, tolerance, solidarity, cooperation, pluralism, cultural diversity, dialogue and understanding at all levels of society and among nations” (Article 1, Declaration and Programme of Action of a Culture of Peace, UNESCO, 1999). UNESCO continue its work to nurture a Culture of Peace, with development considerations, by joining forces with committed stakeholders in education, the sciences, culture, and communication and information. Education, Poverty and Terrorism: Is There a Causal Connection? Année de publication: 2003 Auteur: Alan B. Krueger | Jitka Maleckova Auteur institutionnel: American Economic Association Selon les auteurs, le lien entre la pauvreté, l'éducation et le terrorisme est indirect, compliqué et probablement faible. Au lieu de considérer le terrorisme comme une réaction immédiate au manque d’opportunités d’accéder au marché du travail ou comme résultant de l'ignorance, l'article suggère de considérer le terrorisme comme une réaction à des situations politiques et des sentiments d'indignité et de frustration de longue date, dont le lien avec l'économie est faible. 
Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey Année de publication: 2018 Auteur: Madhu Singh Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) For Syrian refugees living in Egypt, Iraq, Jordan, Lebanon and Turkey, recognition is a transformative mechanism that can help them enter or re-enter education, integrate into the world of work and participate fully in their host communities. However, while policy-makers in the region have prioritized the recognition, validation and accreditation of non-formal and informal learning, it remains a major challenge to develop systems that do this effectively. Pathways to Empowerment lays the essential groundwork for such a system, urging governments to develop comprehensive national strategies rather than ad hoc projects to recognize the competences of Syrian refugees. Its recommendations will contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees’ learning is a critical issue. 
Youth Employment in the Mediterranean: Improving Skills Anticipation and TVET Systems Année de publication: 2018 Auteur institutionnel: European Union (EU) The Youth Employment in the Mediterranean (YEM) project is a three-year regional initiative launched by UNESCO, to be implemented in collaboration with nine Member States from 2018 to 2020. The YEM project is funded by the European Union and aims to improve skills anticipation systems and to promote technical and vocational education and training (TVET). Its goal is also to strengthen youth employment and encourage entrepreneurship in the Mediterranean region. Dialogue: diversité culturelle et mondialisation, l'expérience arabo-japonaise, actes Année de publication: 2005 Auteur institutionnel: UNESCO The symposium on “Cultural Diversity and Globalization: the Arab-Japanese Experience, a Cross-Regional Dialogue”, organized on 6 - 7 May 2004 at UNESCO in Paris with the purpose of promoting dialogue and cooperation between the Arab world and Japan, gave its participants an opportunity to lay the groundwork for thinking about the key concepts enshrined in the UNESCO Universal Declaration on Cultural Diversity adopted by the General Conference at its 31st session, on 2 November 2001. 
Biennial Report 2016/2017: UNESCO Regional Bureau for Education in the Arab States Année de publication: 2018 Auteur institutionnel: UNESCO Beirut As Regional Bureau for Education, UNESCO Beirut is the lead coordinator for SDG 4 in the Arab Region. We strive to provide tangible support for each Member State in the region, taking into account national needs and priorities, thereby employing nationally relevant approaches. More specifically, our work aims to address both the humanitarian and development aspects brought about by the protracted crisis in Syria through bridging the learning gaps for the youth, both for Syrian refugees and vulnerable youth in host communities. Our response also targets teachers, mentors and facilitators as well as Ministries’ technical officials. The crisis in Syria has created a need for specific support in education in emergencies and quality education to which we actively engage from both, upstream analytical and capacity building and downstream operational levels. UNESCO Beirut has also strengthened its leadership to respond to the deliberate destruction of cultural heritage, illicit trafficking, and attacks against individuals on religious or cultural grounds. We raise the alarm to protect heritage in danger, assessing damages to World Heritage sites in conflict. We also raise awareness among the public about the values of cultural heritage and the need to protect it for future generations. In today’s diverse societies, the Organization’s fundamental humanist mission guides us to support people, especially the youth, in understanding each other and working together to build lasting peace and enables people to create and use knowledge for just and inclusive societies. We continue to advocate free, independent and pluralistic media in print, broadcast and online to enhance freedom of expression as a contributor to peace, sustainability, poverty eradication and human rights. This biennial report summarizes the work and achievements accomplished between 2016 and 2017 by our office.