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From insult to inclusion: Asia-Pacific report on school bullying, violence and discrimination on the basis of sexual orientation and gender identity ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO This review recognises the complexity in terminology globally, and within the region, on sex, sexuality and gender. For simplicity, โSOGIE-based bullying, violence and discriminationโ is used to refer to the various anifestations of violence and exclusion based on gender discrimination, gender role expectations and stereotypes, intersex prejudice, and societal expectations for heterosexual relationships. This is sometimes referred to as homophobic or transphobic bullying, violence and discrimination. This report considers violence experienced by children and young people because of actual or perceived sexual orientation and gender identity or expression, or because their bodies differ from typical definitions of male or female. The term โLGBTI people/youthโ is used in this report when inclusive of intersex persons, and LGBT when the situation or needs of intersex people/ youth have not been considered. Local terms and those from original studies are also included, and the glossary provides information for readers on concepts and terms in this report. Educaรงรฃo 2030 Declaraรงรฃo de Incheon Rumo a uma educaรงรฃo de qualidade inclusiva e equitativa e ร educaรงรฃo ao longo da vida para todos ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO | United Nations Development Programme (UNDP) | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Population Fund (UNFPA) This framework โ painstakingly drafted over many months with input from governments, international agencies, civil society and experts โ provides guidance for implementing the education commitments made in the 2030 Agenda for Sustainable Development at a national, regional and global level. In particular: it aims at mobilizing all countries and partners around Sustainable Education Goal 4 and its targets; it proposes ways of implementing, coordinating, financing and monitoring the new commitments; and it proposes indicative strategies which countries may wish to draw upon in developing their plans, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. 
Survey on Privacy in Media and Information Literacy with Youth Perspectives ๋ฐํ ์ฐ๋: 2017 ์ ์: Sherri Hope Culver | Alton Grizzle ๋จ์ฒด ์ ์: UNESCO Media and information literate individuals are more empowered to make informed decisions about their privacy online and offline, among other things. Accordingly, governments and policy-makers who are committed to ensuring that the privacy of citizens is respected should also be committed to media and information literacy (MIL) for all. If they are not, then their efforts will be less sustainable. Equally, private and public enterprises that genuinely want to respect the privacy of citizens should purposefully contribute to MIL awareness among users qua citizens. Two research surveys are referenced in this report. The first investigated youth attitudes towards MIL and social and democratic discourses. One of the seven themes addressed in the context of social and democratic discourses was privacy. The research was carried out by UNESCO. The second survey studied privacy in MIL courses globally and was conducted for UNESCO by the UNESCO-UNAOC University Network on Media and Information Literacy and Intercultural dialogue (MILID Network), and members of the Global Alliance for Partnerships in Media and Information Literacy (GAPMIL). The report responds to UNESCOโs efforts to stimulate global research into privacy in MIL. Ultimately, this report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. 
The rapprochement of cultures: roadmap ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Today, the sheer compression of the world is bringing people and their cultures into the same space with intense speed, rendering new levels and forms of human interaction and interdependence. Population growth and migration are increasing in scale and complexity, and technology and media are bringing people together in ways never before thought possible. As a result, new creative expressions, innovation and immense opportunities have been generated and developed. While these phenomena have brought people together across geographic spaces, it has concurrently exposed a widening moral gap in our societies and the extent to which our societies are ill-equipped to effectively manage and overcome the challenges that continue to arise. Often in parallel with developmental progress, retrogressive patterns have emerged that present persistent threats to peace-building and social cohesion. Recurrent cycles of deadlock and conflict undermine governance and legislation at international, national and local levels preventing long-term peace and development.The litany of polarization within our societies often defined along the lines of โidentityโ โ religious, cultural, ethnic, or otherwise โ are increasingly manifested in prejudice, intolerance, racism, xenophobia, discrimination, radicalization and extreme violence. The challenges are often multidimensional and interrelated, and their impacts cross conventional borders, thus revealing a pervading vulnerability at global level and the accompanying need for a global response. From a policy and governance perspective, this has rendered new levels of complexity in addressing challenges. It has also reinforced the need for a more inclusive and participatory notion of development, including integrated approaches that tackle the issues at hand as well as their foundations.The Decade has come into being in an era marked by increased divisiveness, and learning to live together in the 21st century presents a new frontier for managing cultural diversity. Respect for the inherent dignity of all persons underpins the values of the Decade and is one of the core pillars of the UN system, to ensure that all people have equal rights and opportunities to shape their future. These principles are reflected in the values of many cultures around the world. Intercultural dialogue denotes an open process of exchange and respect between individuals and groups of different cultures, points of view and aspirations. In such a way, the respect for and exercise and enjoyment of human rights and fundamental freedoms are not only key inroads to dialogue, but they are integral to its process. Ultimately they are crucial to sustaining the rapprochement of cultures as the central aspiration of the Decade. UNESCO GCED eNewsletter Issue 3 ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Feature: Expanding partenrships around Global Citizenship EducationUNESCO โ IEA partnershipPresident Park Geun-hye announces initiatives to widen prtnership with UNESCOUNESCO and the United States promote education to prevent violent extremismUNESCO signs partnership with Asia Society to advance Global Citizenship EducationInternational Mother Language DayUNESCO Category 2 Institute on mother languages established in BangladeshUCLA establishes new UNESCO Chair in Global Learning and Global Citizenship EducationWorkshop in Abidjan focuses on learning to live together through history educationLeading French network of rural vocational institutions puts Global Citizenship Education firstSub-regional Workshop on Global Citizenship Education in Central AsiaRabat Conference on Democratic Citizenship and Human Rights Education: Trends and Innovation from CSOsConference on Global Citizenship Education in SudanConference on Global Citizenship Education in SharjahFocus on: ongoing UNESCO school initiative: the Happy Schools ProjectCurriculum development and review for democratic citizenship and human rights educationKey TweetsUpcoming Events 
UNESCO Malala Fund for Girls' Right to Education ๋จ์ฒด ์ ์: UNESCO The UNESCO Malala Fund for Girlsโ Right to Education was launched in 2012 to expand girlsโ access to quality education, especially in countries affected by conflict and disaster. UNESCO's global/regional coordination of and support for the implementation of SDG 4-Education 2030 ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO Pursuant to 200 EX/7, the Director-General submits to the Executive Board the report on UNESCOโs contribution to the coordination of and support for SDG 4 โ Education 2030.The financial and administrative implications of this document have been covered in document 38 C/5.Action expected of the Executive Board: Proposed decision in paragraph 18. 
The Power of Empathy ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO This photobook is a tribute to the power of empathy and solidarity felt and expressed by young people. Its photographs and stories were selected from the response to the global youth contest โIf I wereโฆโ, launched by UNESCO on social media in Arabic, English, French and Spanish in early 2017. UNESCO received some 837 submissions, from 117 countries, covering a wide variety of issues and experiences.Despite the gravity of the themes addressed in these beautiful pictures, hope emerges from the testaments of the young photographers which demonstrate not only a sensitivity to the situations of โothersโ, but, moreover, a resolve to help people recover and protect their rights and dignity. 
A Teacher's Guide on the Prevention of Violent Extremism ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO The Guide aims to support teachers in offering young people relevant and timely learning opportunities to develop knowledge, skills and attitudes that build their resilience to violent extremist propaganda. It focuses on providing practical advice on when and how to discuss the issue of violent extremism and on creating a classroom climate that is inclusive and conducive to respectful dialogue, open discussions and critical thinking. 
Education for Sustainable Development: Partners in Action ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO This brochure illustrates key findings and achievements from a monitoring exercise conducted by UNESCO at the halfway point of the initial phase of the GAP. Key partners reported on their progress as of 2016 for 10 indicators -- two in each Priority Action Area -- and toward their target for 2019 which was set as part of their initial commitment.The data summarised here show remarkable progress and suggest that GAP Key Partners and other stakeholders are acting as catalysts for a wide range of ESD efforts. A clear learning agenda has emerged that will inform the second part of the programme and help ensure that ESD evolves, stays relevant and adds value to the full spectrum of Sustainable Development Goals.