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Global Citizenship Concepts in the Curricula of Four Countries 발행 연도: 2017 저자: Natalie Browes 단체 저자: UNESCO International Bureau of Education (IBE) | APCEIU This report details the presence of Global Citizenship Education (GCED) concepts in the education systems of four countries: Cambodia, Colombia, Mongolia and Uganda. It highlights the main findings of eight reports: four expert reports, which predominately analyse curriculum content, and four situational analysis reports, which take a broader view and detail some of the country-specific challenges and opportunities with regard to GCED. Findings reveal the presence of GCED concepts across the curricula of the four countries. In addition to cognitive content related to GCED, competency-based content is also found present within the curricula of these countries. However, the majority of this content can only be indirectly linked to GCED, and it is better interpreted as part of the more traditional civics or citizenship education approach. As such, it generally lacks a global perspective and does not engage with all key themes of GCED. Furthermore, this content is often concentrated at the lower and upper secondary levels, instead of being equally distributed across all grade levels. This is particularly true in the case of behaviour-based competencies. Findings also reveal challenges beyond the curriculum. These include lack of teacher training and lack of support to implement GCED, which are concerns expressed by stakeholders in all four countries. A lack of GCED content in textbooks and lack of supplementary materials were also found to be issues. The report concludes with recommendations regarding the effective implementation of GCED within curricula. Among others, the report suggests the transversal integration of GCED - across the curriculum at all grade levels, while at the same time, actors from all levels of the education system, ranging from central government to teachers, should be engaged to ensure the use of complementary learning materials, pedagogies and assessment techniques. 
Lifelong Learning in Transformation: Promising Practices in Southeast Asia 발행 연도: 2017 저자: Rika Yorozu 단체 저자: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project on building a lifelong learning agenda in Southeast Asian countries, which aims to address the region’s remaining educational challenges in ensuring ‘inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all’ (Goal 4 of the 2030 Agenda for Sustainable Development). By sharing promising policies and practices in implementing integrated lifelong learning from different perspectives, countries can learn from one another and move their visions for lifelong learning fully into practice. The publication documents a variety of promising practices from 11 countries, focusing particularly on the features critical to the promotion of lifelong learning for all; namely, inclusive and gender-responsive teaching and learning practices, recognition of learning outcomes from non-formal and informal learning, collaboration between social and economic development sectors and coherent national government policies and strategies. The report comprises three main sections: a reflection on lifelong learning in international and national documents, a collection of good practice drawn from their national reports, and a set of recommendations for policies and programmes promoting lifelong learning. It is hoped that these recommendations will stimulate discussion and new developments, in both policy and practice, in the region. 
El Juego como Estrategia Lúdica para la Educación Inclusiva del Buen Vivir 발행 연도: 2017 저자: Evelyn Fernanda Córdoba Pillajo | Fernando Lara Lara | Andrés García Umaña La discusión sobre la implementación del proyecto político educativo del sumak kawsay en Ecuador demanda de recursos y propuestas que puedan contribuir a su desarrollo. En este sentido se propone lo lúdico como un posible recurso didáctico que permita ofrecer espacios de inclusión educativa de las distintas facetas del ser humano que demanda el buen vivir tanto en cuanto se conceptualiza constitucionalmente el derecho a la educación en su formación holística, de la conciencia, identificación del ego como barrera para el diálogo y las posibilidades de la interculturalidad, o la humildad mediante la autocrítica, entre otras. En este trabajo se persigue plantear una sucinta reflexión y propuesta concerniente al juego como estrategia lúdica favorecedora de prácticas inclusivas, así como justificar su promoción como medio formativo de una cultura educativa del sumak kawsay. 
Ocean Literacy for All: A Toolkit (IOC Manuals and Guides, 80) 발행 연도: 2017 저자: Francesca Santoro | Selvaggia Santin | Gail Scowcroft | Géraldine Fauville | Peter Tuddenham 단체 저자: UNESCO Venice Ocean literacy programs and projects, until now, have been mainly focusing on developing resources, lesson plans and activities targeting Science, Technology, Engineering and Mathematics (STEM) education. Currently, and in particular after the adoption of the Sustainable Development Goal (SDG) 14, we have assisted to a shift in the focus towards the inclusion of approaches closer to those developed under the UNESCO framework of Education for Sustainable Development (ESD).ESD aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviors needed for sustainable development. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world. This publication is made of two parts. The first part presents the history of ocean literacy, and describes its framework made of 7 essential principles, and connects them to international ocean science programs that contributes to enhancing ocean knowledge and observations. Moreover, marine scientists and educators were interviewed to share their professional experiences on ocean literacy as well as their views on its future. The last chapter of part 1 describes the existing challenges to marine education, as well as the path for the development of successful ocean literacy activities in the context of the 2030 Agenda. One of the most important factors identified is related to the creation of multi-sector partnerships among the education, government, and private sector that have jointly built ocean literacy programs for all formal educational levels from the primary school to the university level as well as for non-formal learners. Worldwide examples of such programs are presented. The second part, after introducing the methodological approach based on the multi-perspective framework for ESD developed by UNESCO, presents 14 activities that could provide tested examples and support for the implementation of marine education initiatives. The aim is not to provide a one size-fits-all ready to use collection, but rather to offer support and examples of what could be then adapted for different geographical and cultural contexts. The resources are designed to be relevant for all learners of all ages worldwide and to find their application in many learning settings, while in their concrete implementation they will, naturally, have to be adapted to the national or local context. Cultura oceánica para todos: kit pedagógico (COI Manuales y guías, 80) 발행 연도: 2017 저자: Francesca Santoro | Selvaggia Santin | Gail Scowcroft | Géraldine Fauville | Peter Tuddenham 단체 저자: UNESCO Venice Más que un concepto, la cultura oceánica es una herramienta fundamental para mejorar el conocimiento sobre el océano y estimular la participación activa de los ciudadanos y de las partes interesadas en la implementación de acciones sostenibles. Es también una manera de promover prácticas de producción sostenible, formular sólidas políticas públicas marinas, promover una ciudadanía más responsable, y animar a los jóvenes a iniciar una carrera en la economía azul o en las ciencias oceánicas. Esta publicación pretende describir y revisar los actuales enfoques, iniciativas, programas y proyectos sobre cultura oceánica. La primera parte ilustra los principios esenciales de la cultura oceánica y evidencia el conocimiento científico subyacente a través de estudios de casos, datos históricos e información cultural. Asimismo, muestra los esfuerzos actuales que realiza la cultura oceánica desde una perspectiva multidisciplinaria mediante entrevistas a expertos, educadores y científicos que trabajan y estudian en todo el mundo. La segunda parte presenta catorce actividades que proporcionan herramientas y buenas prácticas basadas en las competencias clave necesarias para que alumnos de todas las edades conozcan y se comprometan activamente con los temas sobre el desarrollo sostenible. Estas actividades pueden ser adaptadas a las necesidades y a los recursos disponibles. Las referencias adicionales que se proporcionan sirven para ampliar la información de los temas propuestos. Con este manual, la UNESCO y su Comisión Oceanográfica Intergubernamental (COI) pretenden que los países y las partes interesadas participen en el desarrollo de actividades interdisciplinarias y culturalmente diversas sobre cultura oceánica a escala mundial. 
School Safety Manual: Tools for Teachers 발행 연도: 2017 단체 저자: UNESCO International Institute for Capacity-Building in Africa (IICBA) This manual was produced as part of the Teacher Training and Development for Peace-building in the Horn of Africa and Surrounding Countries project and aims to introduce teachers to the knowledge and skills needed for the establishment, maintenance and sustainment of basic school safety. As more children are enrolling in school in Africa, creating a safe and peaceful environment must be a top priority of teachers and educational institutions.The responsibility of schools to provide a safe environment for their students has been affirmed in the United Nations (UN) Sustainable Development Goal (SDG) four on Education. 
United Nations Decade on Education for Sustainable Development (2005-2014): Education for Sustainable Development 발행 연도: 2005 단체 저자: UNESCO The Declaration of the International Conference on Ecology and Development, held in Rio de Janeiro in 1992, begins with the following words: "People are the main concern for sustainable development. They have the right to a healthy and productive life in harmony with nature. "The Declaration adopted at the World Summit on Sustainable Development, held in Johannesburg in 2002, reflected the commitment of world leaders to "create a humane, equitable and attentive to civil society, recognizing that each member of this society has its own human dignity". Education is the foundation of sustainable development, as discussed in chapter 36 of the Program-21 of the summit that was held in Rio de Janeiro in 1992. This idea was reiterated at the Johannesburg summit. The implementation plan foresees a link between the Millennium Development Goals for universal primary education for both boys and girls, with special attention paid to girls, and the Dakar Plan of Action on Education for All. The creation of a gender-sensitive educational system at all levels and in all types of education - formal, informal and informal - to reach those who are not involved in the educational process is an essential component of education for sustainable development. Education is considered a tool to address such important issues as rural development, health, the prevention of the spread of HIV / AIDS, the environment, as well as broader ethical and legal issues (for example, human values and human rights).There is no universal model of education for sustainable development. Despite the countries' agreement on the overall concept, the approaches to education in each country will differ due to local characteristics and priorities. Each country should define its priorities and actions, as well as goals, accents and processes, based on environmental, social, economic conditions and appropriate ways of solving the problem. Education for sustainable development is equally critical for both developed and developing countries. ОБРАЗОВАНИЕ ДЛЯ УСТОЙЧИВОГО РАЗВИТИЯ: Декада ООН по образованию для устойчивого развития (2005 – 2014) 발행 연도: 2005 단체 저자: UNESCO Декларация Международной конференции по экологии и развитию, прошедшей в Рио-де-Жанейро в 1992 г., начи-нается следующими словами: “Люди являются главной за-ботой устойчивого развития. Они имеют право на здоровую и продуктивную жизнь в гармонии с природой”. Декларация, принятая на Всемирном саммите по устойчи-вому развитию, состоявшемся в Йоханнесбурге в 2002 г., отразила обязательства лидеров мировых держав “создать гуманное, равноправное и внимательное к проблемам че-ловека общество, признающее то, что каждый член этого общества имеет свое человеческое достоинство”. Образование является фундаментом устойчивого развития, об этом говорится в главе 36 Программы–21 саммита, про-шедшего в Рио-де-Жанейро в 1992 г. Еще раз эта мысль была подтверждена на саммите в Йоханнесбурге. План реализации предусматривает установление связи между Целями развития тысячелетия в отношении всеобщего на-чального образования как для мальчиков, так и для девочек, где девочкам уделяется особое внимание, и Дакарским пла-ном действий по Образованию для всех. Создание гендер-но–чувствительной системы образования на всех уровнях и во всех типах образования – формальном, неформальном и неофициальном – в целях охвата тех, кто не принимает участия в образовательном процессе, – важнейший компо-нент образования для устойчивого развития. Образование считается инструментом, направленным на решение таких важных вопросов, как развитие сельских регионов, здраво-охранение, предотвращение распространения ВИЧ/СПИД, экология, а также более широких вопросов этического и правового характера (например, общечеловеческие цен-ности и права человека).Универсальной модели образования для устойчивого разви-тия не существует. Несмотря на согласие стран в отношении общей концепции, подходы к образованию в каждой стране будут различаться в силу местных особенностей и приори-тетов. Каждая страна должна определить свои приоритеты и действия, а также цели, акценты и процессы, исходя из экологических, социальных, экономических условий и со-ответствующих путей решения проблемы. Образование для устойчивого развития в равной степени является критиче-ски важным как для развитых, так и для развивающихся стран. 
Metadata for the Global and Thematic Indicators for the Follow-up and Review of SDG 4 and Education 2030 발행 연도: 2017 단체 저자: UNESCO Institute for Statistics (UIS) This document contains standardised metadata for each of the proposed global and thematic indicators for monitoring Sustainable Development Goal 4 (SDG 4) and the Education 2030 Agenda.The metadata included in this document have been developed by the UIS and are based on the set of thematic indicators approved by the Technical Cooperation Group on SDG 4–Education 2030 Indicators, a group set up in 2016 to provide the technical platform to support the implementation of the thematic indicator framework for the follow-up and review of SDG 4 and the Education 2030 Agenda. Метаданные глобальных и тематических показателей для сопровождения и обзора "ЦУР 4" и программы «Образование-2030" 발행 연도: 2017 단체 저자: UNESCO Institute for Statistics (UIS) Этот документ содержит стандартизованные метаданные для каждого из предлагаемых глобальных и тематических показателей для мониторинга Цели 4 устойчивого развития (SDG 4) и Повестки дня "Образование-2030".Метаданные, включенные в этот документ, были разработаны Институтом статистики ЮНЕСКО и основаны на наборе тематических показателей, одобренных Группой технического сотрудничества по индикаторам ЦУР 4 - "Образование-2030", созданной в 2016 году для предоставления технической платформы по поддержке реализации структуры тематических показателей для последующей деятельности и обзора ЦУР 4 и Повестки дня "Образование-2030".