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Preventing Violent Extremism through Education: A guide for policy-makers ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO This publication offers technical guidance for education professionals (policy-makers, teachers and various education stakeholders) on how to address the concrete challenges posed by violent extremism. The Guide particularly aims to help policy-makers within ministries of education to prioritize, plan and implement effective preventive educationrelated actions, contributing to national prevention efforts. La Prรฉvention de l'extrรฉmisme violent par l'รฉducation ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO Cette publication propose un guide technique pour les professionnels de lโรฉducation (dรฉcideurs, enseignants et autres acteurs du domaine) sur les faรงons dโadresser les dรฉfis posรฉs par lโextrรฉmisme violent. Le Guide vise particuliรจrement ร assister les dรฉcideurs au sein des ministรจres de lโรducation pour prioriser, planifier et instaurer des actions prรฉventives en milieu scolaire complรฉmentaires aux mesures prรฉventives nationales. Preventing Violent Extremism through Education: A guide for policy-makers ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO ่ฏฅๅบ็็ฉๅจๅฆไฝๅค็ๆดๅๆ็ซฏไธปไนๅธฆๆฅ็ๅ
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Including the Excluded: Promoting the Integration of the Mother Tongue for a Multilingual Education ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO This publication presents the advantages of including the mother tongue and promoting multilingual education, as well as guidelines for achieving it. Incluir a los excluidos: Promover la integraciรณn de la lengua materna para una educaciรณn multilingรผe ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO Esta publicaciรณn presenta las ventajas de incluir la lengua materna y promover una educaciรณn multilingue, asรญ como orientaciones para lograrlo. 
Making Textbook Content Inclusive: A Focus on Religion, Gender, and Culture ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO UNESCO has been working on textbook development issues since its inception in 1945 as part of its fundamental mandate to โbuild peace in the minds of men and women.โ The present guideโs primary task is to enable its users to address and counter stereotypes in a variety of educational contexts, through teaching and learning materials. The three key issues โ religion, gender and culture โ were chosen for their common link to the concept of human diversity. These three potentially controversial topics are important aspects of inclusive education because they help shape the learning environment of a school as well as its educational practices.The guide was intentionally written in a simple, practical style so as to be immediately accessible to textbook developers, adopters, and users, even those who are working on their own. Although it is designed primarily for textbook authors, curriculum developers, and teachers, it might also be particularly useful for publishers, political stakeholders, and teacher educators. Pour des manuels scolaires au contenu inclusif ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO UNESCO has been working on textbook development issues since its inception in 1945 as part of its fundamental mandate to โbuild peace in the minds of men and women.โ The present guideโs primary task is to enable its users to address and counter stereotypes in a variety of educational contexts, through teaching and learning materials. The three key issues โ religion, gender and culture โ were chosen for their common link to the concept of human diversity. These three potentially controversial topics are important aspects of inclusive education because they help shape the learning environment of a school as well as its educational practices.The guide was intentionally written in a simple, practical style so as to be immediately accessible to textbook developers, adopters, and users, even those who are working on their own. Although it is designed primarily for textbook authors, curriculum developers, and teachers, it might also be particularly useful for publishers, political stakeholders, and teacher educators. 
Guide pour l'รฉvaluation d'un plan sectoriel d'รฉducation ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: 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 reportโs 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. 
Regional Consultation Meeting on SDG4-Education 2030: Europe and North America Region, Paris, 24-25 October ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Rรฉunion de consultation rรฉgionale sur l'ODD 4: Education 2030, Etats d'Europe et d'Amรฉrique du Nord, Paris, 24-25 octobre 2016 ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO