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Education about the Holocaust and Preventing Genocide: A Policy Guide 발행 연도: 2017 단체 저자: UNESCO This Guide provides policy-makers with solutions to introduce education about the Holocaust, and possibly broader education about genocide and mass atrocities, into education systems and curricula. It is the first of its kind, focusing on matters that are relevant to policy, rather than on teaching practices alone.The publication addresses a wide range of essential questions, including: Why teach about the Holocaust? What learning outcomes can be expected from such educational endeavours? How do they relate to global education priorities? How to introduce the subject in the curriculum, train teachers, promote the most relevant pedagogies, and work with the non-formal sector of education?Based on UNESCO’s Global Citizenship Education work, the Guide draws on years of research and experience in the fields of Holocaust and genocide education. Numerous academics, educators and other experts offered insights and suggestions throughout the process. Multiple Holocaust and genocide related organizations – including the United States Holocaust Memorial Museum – contributed to the content. This creation benefited from the time and expertise of many. This Guide raises challenging questions for education stakeholders. It also provides concrete solutions regarding how educators can deal with deeply troubling histories, to build a better future for all. Educación sobre el Holocausto y la prevención del genocidio: Una guía para la formulación de políticas 발행 연도: 2017 단체 저자: UNESCO La presente guía proporciona a los responsables de la formulación de políticas diversas soluciones para la introducción de la educación sobre el Holocausto, y posiblemente una educación más amplia sobre el genocidio y las atrocidades masivas, en los sistemas educativos y los planes de estudios. Es la primera obra de este tipo, al hacer hincapié en asuntos que atañen a las políticas, más que en la mera enseñanza de las prácticas. En la publicación se aborda una amplia gama de cuestiones, entre las que figuran: ¿Por qué conviene impartir enseñanza sobre el Holocausto? ¿Qué resultados de aprendizaje cabe esperar de estas iniciativas educativas? ¿Cuál es su relación con las prioridades educativas a escala global? ¿Cómo introducir el tema en los planes de estudios, formar a los profesores, promover las pedagogías más pertinentes, y trabajar con el sector no formal de la educación? 
Des Universités de plus en plus tournés vers l'international 발행 연도: 2015 저자: Patrick Aebischer 단체 저자: UNESCO The role of science, technology and innovation has been explicitly recognized as a vital driver of sustainability. This paper addresses 
Replantear la educación: ¿Hacia un bien común mundial? 발행 연도: 2015 단체 저자: UNESCO The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate. It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’. 
[Resumen] Resumen del informe de seguimiento de la educación en el mundo 2020: Inclusión y educación; Todos sin excepción 발행 연도: 2020 단체 저자: UNESCO | Global Education Monitoring Report Team En el Informe de Seguimiento de la Educación en el Mundo 2020 se examinan los mecanismos sociales, económicos y culturales que discriminan a niños, jóvenes y adultos desprotegidos, manteniéndolos excluidos de la educación o marginados dentro de ella. Estimulados por su compromiso de hacer realidad el derecho a la educación inclusiva, los países están ampliando su visión de la inclusión en la educación y otorgando a la diversidad un lugar central en sus sistemas. Sin embargo, la aplicación de leyes y políticas bienintencionadas suele flaquear. El informe, publicado a principios del decenio de acción que culmina en 2030 y en el contexto de la crisis de Covid-19 que ha exacerbado las desigualdades subyacentes, sostiene que la resistencia a atender las necesidades de todos los educandos es una verdadera amenaza para el logro de los objetivos mundiales de educación. [Résumé] Résumé du rapport mondial de suivi sur l’éducation 2020: Inclusion et éducation; Tous, sans exception 발행 연도: 2020 단체 저자: UNESCO | Global Education Monitoring Report Team L’édition 2020 du Rapport mondial de suivi sur l’éducation examine les mécanismes sociaux, économiques et culturels qui discriminent les enfants, les jeunes et les adultes défavorisés, les tenant à l’écart de l’éducation ou les marginalisant en son sein. Encouragés par leur engagement à réaliser le droit à l’éducation inclusive, les pays élargissent leur vision de l’inclusion dans l’éducation afin de placer la diversité au cœur de leurs systèmes. Pourtant, la mise en œuvre de lois et de politiques bien intentionnées échoue souvent. Publié au début de la décennie d’action à l’horizon 2030, et en pleine crise de COVID-19 qui a exacerbé les inégalités existantes, rapport affirme que la résistance à la prise en compte des besoins de chaque apprenant constitue une menace réelle pour la réalisation des objectifs mondiaux d’éducation. [요약문] 세계 교육 현황 보고서 요약본 2020: 포용과 교육; 모두는 모든 이를 의미한다 (All Means All) 발행 연도: 2020 단체 저자: UNESCO | Global Education Monitoring Report Team 『2020 세계 교육 현황 보고서』는 취약계층 아동, 청소년 및 청년을 차별하여 교육에서 배제시키거나 소외시키는 사회적, 경제적, 문화적 메커니즘을 살펴본다. 포용적 교육에 대한 권리를 실현하겠다는 약속에 힘입어 모든 국가는 다양성을 교육제도의 핵심에 두기 위해 포용에 대한 비전을 확대하고 있다. 그러나 선의의 법과 정책의 시행은 종종 비틀거리곤 한다. 2030년까지 10년간의 실행이 시작되는 시점이자 근본적인 불평등을 악화시킨 코로나19 위기의 중간에 발표된 이 보고서는 모든 학습자의 요구를 해결하는 것에 대한 저항이 세계 교육 목표를 달성하는데 실질적인 위협이라고 주장한다. 『포용과 교육: 모두는 모든 이를 의미한다(ALL MEANS ALL)』는 거버넌스와 재정, 교육과정, 교과서 및 평가, 교사 교육, 학교 인프라, 그리고 포용의 과정을 밝힐 수 있는 학생, 학부모, 지역사회와의 관계 등에서 많은 실천들을 확인할 수 있다. 이 보고서는 학습자의 다양성을 사회적 응집력으로 만들기 위한 정책 권고안을 제공한다. عدسة التعليم من أجل التنمية المستدامة أداة استعراض السياسات والممارسات 발행 연도: 2010 단체 저자: UNESCO The UN Decade of Education for Sustainable Development (DESD) calls on the Governments to consider the inclusion of measures to implement the Decade in their respective education systems and strategies and, where appropriate, into national development plans’.2 This ESD Lens provides tools to start this process. It can be adapted to different educational contexts, and country specific policy and practice needs. It is not prescriptive, but provides guidelines and starting points for reviewing education policy and practice using an ESD perspective. ESD Lens Review Tools are provided for planning, for building knowledge of ESD, for reviewing national policy and the aims of education, for reviewing quality learning outcomes, and for reviewing more specific and detailed aspects of the education system such as curriculum, learning materials, assessment and teacher education. The tool is flexible and can be used at different levels of the system.Some of the tools are more suited to policy-makers, while others can be used by teachers and principals in schools. Ideally they should all be used to ensure a more systemic re-orientation of the education system in a country, province, region or district.The pilot testing of the ESD Lens showed that it helps to build synergy for understanding and implementing ESD at national level and at sub-regional levels. The key question being addressed by the ESD Lens is:How can education policies, curriculum and other support processes sufficiently integrate the principles of ESD to inform and strengthen the quality of learning experiences for sustainable development? 
Le réSEAU en action: Citoyens du monde connectés pour le développement durable: guide à l'intention des enseignants 발행 연도: 2017 단체 저자: UNESCO Le guide à l’intention des enseignants : donne aux élèves une idée de ce que signifie pour eux « devenir des citoyens du monde » ainsi que des suggestions pour contribuer au développement durable ; propose des idées d’activités en classe pour aider les élèves du secondaire à développer des connaissances, des compétences, des valeurs, des attitudes et des comportements en faveur de l’ECM et de l’EDD ; présente une sélection d’activités sur l’ECM et l’EDD mises en œuvre par les écoles du réSEAU du monde entier. Shaping the education of tomorrow: 2012 full length report on the UN Decade of Education for Sustainable Development 발행 연도: 2012 저자: Arjen E.J. Wals 단체 저자: UNESCO This report represents the second review of the DESD and is conducted in the context of its Global Monitoring and Evaluation Framework (GMEF). It appears twenty years after the Rio Earth Summit, at a time where the challenge of SD is greater than ever. It is all the more timely because there is increased recognition that this challenge cannot be solved solely through technological advances, legislative measures and new policy frameworks. While such responses are necessary, they need to be accompanied by changes in mindsets, values and lifestyles and a strengthening of people’s capacities to bring about change.The report shows that many governments, NGOs, UN agencies and indeed, companies are increasingly emphasizing the importance of learning and capacity-building as they search for solutions to sustainability challenges including climate change, disaster risk management, biodiversity loss and sustainable production and consumption.