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Guidelines for education sector plan appraisal 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment.The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan? The purpose of these guidelines is to assist education stakeholders in appraising the soundness, relevance, and coherence that form the credibility of ESPs. The primary objective of an appraisal report is to support the finalization of a credible ESP. It provides a fair review of the ESP strengths and areas in need of improvement before the endorsement by partners which signifies their commitment to support the implementation of the ESP. These guidelines are meant to be adapted to national contexts and needs. The stakeholders should discuss the scope and the methodology of the appraisal to be used, and develop a common vision of the whole process. The appraisal process should be participatory, and grounded in the political and technical dialogue for ESP development. It should involve consultations, interviews with key stakeholders, and field visits, in addition to a desk review of the ESP and any other relevant documents. It is good practice to organize a validation workshop of the appraisal report’s findings, conclusions, and recommendations to feed into the ESP finalization. The appraisal process should occur early enough in the ESP development process to allow time for decision-makers to open consultations on these conclusions and recommendations in order to improve the final version of the ESP. Guía para la evaluación de un plan sectorial de educación 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) La Alianza Mundial para la Educación (GPE, por sus siglas en inglés) es la única alianza multilateral global cuya misión es conseguir que todos los niños y niñas estén escolarizados en un sistema educativo de calidad. La Alianza Mundial para la Educación engloba a alrededor de 60 gobiernos de países en desarrollo, así como a gobiernos socios, organizaciones de la sociedad civil, instituciones internacionales, profesores, fundaciones privadas y sector privado. Proporciona financiación para apoyar el diseño y la ejecución de planes sectoriales de educación de calidad en los países más pobres del mundo. La GPE reúne a líderes mundiales y nacionales para apoyar estrategias coordinadas que ofrezcan a todos los niños y niñas la oportunidad de aprender en un entorno de aprendizaje seguro y adecuado. La Alianza Global, mediante el apoyo a programas de desarrollo enfocados a alcanzar las metas educativas de cada país, tales como la paridad de género, resultados de aprendizaje de calidad y acceso universal a la educación primaria, garantiza que la inversión en educación valga la pena. Hemos ayudado a mejorar los resultados nacionales en educación gracias al trabajo conjunto de socios en la elaboración de planes sectoriales de educación, medibles y de calidad, a la inversión en componentes del plan que eran estratégicamente importantes y que no estaban suficientemente financiados y a la activación del expertise de socios en el país que han aportado su ventaja comparativa. La Alianza Mundial para la Educación ha asignado 3.900 millones de dólares en los últimos diez años para apoyar reformas educativas en los países más pobres de mundo. Prácticamente lamitad de la financiación de 2014 se destinó a estados frágiles o países en situación de conflicto. Guide pourl’évaluation d’un plan sectoriel d’éducation 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) Le Partenariat mondial pour l’éducation (GPE, du sigle anglais) est le seul mécanisme mondial et multilatéral visant à ce que tous les enfants puissent aller à l’école et y recevoir une éducation de qualité. Rassemblant près de 60 gouvernements de pays en développement, ainsi que des gouvernements donateurs, des organisations de la société civile, des fondations privées, des institutions internationales, des enseignants et le secteur privé, il propose un soutien financier pour l’élaboration et la mise en œuvre de plans sectoriels d’éducation de qualité dans les pays les plus pauvres. Le GPE réunit dirigeants nationaux et mondiaux pour concevoir des stratégies coordonnées, donnant à chaque enfant l’opportunité d’apprendre dans un contexte éducatif stimulant et sûr. En soutenant des programmes de développement qui visent à atteindre les objectifs éducatifs d’un pays (parité, bons résultats d’apprentissage, accès universel à l’enseignement primaire), le Partenariat veille à ce que les investissements dans le secteur de l’éducation portent leurs fruits. Le GPE a contribué à améliorer les résultats des pays en matière d’éducation, non seulement en réunissant ses partenaires pour élaborer des plans sectoriels d’éducation, dont la qualité est quantifiable, mais aussi en investissant dans des domaines stratégiquement essentiels mais sous-financés de ces plans, et en mobilisant l’expertise des partenaires nationaux pour tirer le meilleur parti de leurs atouts respectifs. Le GPE a alloué 3,9 milliards de dollars EU au cours des dix dernières années, en soutien aux réformes éducatives dans certains des pays les plus pauvres du monde. En 2014, près de la moitié de ses financements a été attribuée à des pays fragiles ou touchés par des conflits. 
Guidelines for education sector plan preparation 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment. The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan?The purpose of these guidelines is to assist countries in preparing credible education sector plans. A second document, Guidelines for Education Sector Plan Appraisal, can be utilized to check whether the plan responds to the expected requirements. In certain contexts of vulnerability, confl ict, or crisis, countries may also consider the development of a transitional education plan, more short-term and action-oriented, and adjusted to the context and available capacities for situation analysis and data requirements. Specifi c guidelines are being prepared. However references to fragile contexts or vulnerability situations are streamlined in these guidelines. These guidelines are not exhaustive. They should be adapted to country contexts and needs. They present an overview of sector analysis, consultative processes, policy reform, strategy development, plan implementation, and monitoring. They do not replace technical manuals on specific tools and methodologies that are used at the various steps of the development of a plan. 
Guide pour la préparation d'un plan sectoriel d'éducation 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment. The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan? The purpose of these guidelines is to assist countries in preparing credible education sector plans. A second document, Guidelines for Education Sector Plan Appraisal, can be utilized to check whether the plan responds to the expected requirements. In certain contexts of vulnerability, confl ict, or crisis, countries may also consider the development of a transitional education plan, more short-term and action-oriented, and adjusted to the context and available capacities for situation analysis and data requirements. Specifi c guidelines are being prepared. However references to fragile contexts or vulnerability situations are streamlined in these guidelines. These guidelines are not exhaustive. They should be adapted to country contexts and needs. They present an overview of sector analysis, consultative processes, policy reform, strategy development, plan implementation, and monitoring. They do not replace technical manuals on specifi c tools and methodologies that are used at the various steps of the development of a plan. COMPASS: a manual on human rights education with young people 발행 연도: 2012 저자: Patricia Brander 단체 저자: Council of Europe Compass was first published in 2002 within the framework of the Human Rights Education Youth Programme of the Directorate of Youth and Sport of the Council of Europe. The programme was created because human rights education – meaning educational programmes and activities that focus on promoting equality in human dignity – was and remains of incalculable value in shaping a dimension of democratic citizenship for all young people and in promoting a culture of universal human rights.Compass has become a reference manual for many young people involved in value-based youth work and non-formal education. It is currently available in more than 30 languages, ranging from Arabic and Japanese to Icelandic and Basque. In some countries it has become part of the resources for human rights education in schools and in some others it is not possible to use it in schools. The adventures of Compass across Europe often mirror the contrasted reality of human rights education: promoted here and combated there, praised by some and despised by others.The success of Compass has been followed by its younger sibling, Compasito – a manual for human rights education with children is already available in several languages and on the way to becoming another bestseller for human rights education. More importantly, Compass and its publication in various language versions has been the medium through which human rights education has been brought onto the agenda of youth work and into the programme of many schools. National networks for human rights education have been created in several countries, where they reinforce the work done by human rights organisations and educational professionals in making the right to human rights education a reality to more children and young people across Europe. The forum on human rights education with young people, Living, Learning, Acting for Human Rights, held in Budapest in 2009, stressed the importance of human rights education today. COMPASS: un manuel sur l'éducation aux droits de l'homme avec les jeunes 발행 연도: 2012 저자: Patricia Brander 단체 저자: Council of Europe Compass a été publiée en 2002 dans le cadre du Programme Jeunesse d'Éducation aux Droits de l'Homme de la Direction de la Jeunesse et du Sport du Conseil de l'Europe. Le programme a été créé parce que l'éducation aux droits de l'homme - à savoir les programmes et les activités qui mettent l'accent sur la promotion de l'égalité dans la dignité humaine éducation - a été et reste d'une valeur inestimable dans l'élaboration d'une dimension de la citoyenneté démocratique pour tous les jeunes et à promouvoir une culture des droits humains universels. Compass est devenu un manuel de référence pour de nombreux jeunes impliqués dans le travail de la jeunesse fondée sur des valeurs et de l'éducation non formelle. Il est actuellement disponible dans plus de 30 langues, allant de l'arabe et le japonais à l'islandais et le basque. Dans certains pays, il est devenu une partie des ressources pour l'éducation aux droits de l'homme dans les écoles et dans certains autres, il est impossible de l'utiliser dans les écoles. Les aventures de Compass en Europe reflètent souvent la réalité contrastée de l'éducation aux droits de l'homme: promotion ici et là combattu, loué par les uns et méprisé par les autres. Le succès de Compass a été suivi par son frère cadet, Compasito - un manuel pour l'éducation aux droits de l'homme avec les enfants est déjà disponible en plusieurs langues et sur la façon de devenir un autre best-seller pour l'éducation aux droits de l'homme. Plus important encore, Compass et sa publication dans différentes versions linguistiques a été le moyen par lequel l'éducation aux droits de l'homme a été mis sur l'ordre du jour du travail de jeunesse et dans le programme de nombreuses écoles. Les réseaux nationaux pour l'éducation aux droits de l'homme ont été créés dans plusieurs pays, où ils renforcent le travail accompli par les organisations des droits humains et professionnels de l'éducation à faire du droit à l'éducation des droits de l'homme une réalité à plus d'enfants et de jeunes à travers l'Europe. Le forum sur l'éducation aux droits de l'homme avec les jeunes, la vie, l'apprentissage, agir pour les droits de l'homme, tenue à Budapest en 2009, a souligné l'importance de l'éducation aux droits de l'homme aujourd'hui. Educación para la ciudadanía y convivencia: somos promotores de paz, aprendiendo a actuar con justicia; ciclo dos (tercero y cuarto) 발행 연도: 2015 단체 저자: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education. Educación para la ciudadanía y convivencia: aprendiendo a vivir en dignidad y armonía. Compartiendo la vida; ciclo dos (tercero y cuarto) 발행 연도: 2014 단체 저자: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education. Educación para la ciudadanía y la convivencia: sintiendo y pensando; ciclo uno (primero y segundo) 발행 연도: 2014 단체 저자: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education.