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Как писать о языке ненависти: руководство для журналистов 발행 연도: 2025 저자: Cherian George 단체 저자: UNESCO Настоящее руководство — первое из серии, подготовленной совместно Секторами коммуникации и информации и образования ЮНЕСКО, и посвящено освещению журналистами языка ненависти и его различных проявлений.В настоящем руководстве рассматриваются определения языка ненависти, вред, который он может причинять, механизмы его распространения, а также способы, с помощью которых представители СМИ и другие заинтересованные стороны могут ему противодействовать. Вокруг языка ненависти нередко возникают правовые споры. Знание законодательства, особенно международного, помогает журналистам освещать случаи, когда кого-либо обвиняют в использовании языка ненависти, а также анализировать, соответствуют ли действующие нормы — как в теории, так и на практике — международным стандартам прав человека, где необходимо находить баланс между свободой выражения и правами на достоинство, равенство и недопущение дискриминации. 
Strategies to Counter Antisemitism: A Handbook for Educators 발행 연도: 2025 단체 저자: UNESCO Education is the first line of defence against hate and prejudice. By targeting the root causes of hate ideologies, deconstructing the stereotypes that underlie them from an early age, and promoting inclusive models, education is the keystone of a holistic approach to combating discrimination. Tackling antisemitism through education requires tailored content that addresses its complex, shifting and multilayered forms, both past and present.Acknowledging the topic’s complexity and the paucity of resources available to education stakeholders, this concise guide developed by UNESCO and funded by the European Commission aims to provide a roadmap for policymakers, curriculum developers and educators on current approaches and initiatives. It presents ten educational practices, each grounded in academic literature and illustrated by a promising educational initiative that operationalizes core pedagogical principles. The handbook is built around the three core learning domains which inform UNESCO’s approach to Global Citizenship Education: cognitive, socio-emotional, and behavioural learning.Conceived as an accessible operational guide for practitioners, this resource sets out to start a larger conversation about the needs of educators for tackling contemporary forms of antisemitism. It aims to encourage investments in high-quality empirical research that can pave the way for a better approach to combat antisemitism. 
The Representation of Jews, Judaism and Antisemitism in School Textbooks and Curricula in Europe 발행 연도: 2025 단체 저자: UNESCO Jewish communities have been integral to Europe’s social fabric for centuries, preserving rich religious and cultural traditions while facing recurring periods of exclusion, persecution, and resilience. School textbooks are important vantage points to understand how this history and heritage is represented, (de)constructed and embedded into a shared historical and cultural memory. They are also important practical tools used daily by students, teachers, and parents.This comprehensive research, carried out by UNESCO in collaboration with the Georg-Eckert-Institute and supported by funding from the European Commission, examines the ways in which Jewish culture, history, life, and anti-Jewish prejudice are represented in secondary school materials across eight European nations.The publication highlights opportunities within curricula to address Jewish experiences and antisemitism, reviews how these themes are incorporated into textbooks, and analyzes the narratives and portrayals that arise. The study also looks at the use of visual sources and assesses whether Jewish viewpoints and agency are sufficiently reflected. The findings highlight both recurring stereotypes and promising practices. By showcasing these contrasts, the study provides targeted recommendations to guide the creation of more inclusive educational materials. 
Mainstreaming the General History of Africa into Education Systems: The Curriculum Pathway 발행 연도: 2025 단체 저자: UNESCO Education about the history of Africa in formal, non-formal and informal learning settings continues to be dominated by Eurocentric perspectives, which has led to imbalanced representation of Africa’s history and preconceptions.This publication is a tool to support countries in challenging the skewed perspectives on how African history is taught and how Africa is perceived. It aims to bring to the foreground Africa’s history, cultures and heritage through the curriculum to strengthen knowledge, skills, values and attitudes that contribute towards addressing long-standing hegemonic, colonial thinking and connected racial bias, while forging a united, prosperous and peaceful Africa and world.Stemming from the decolonial vision and content of the volumes of the General History of Africa, the publication proposes guiding principles and approaches for designing and implementing the General History of Africa into the curriculum. It puts forth curriculum outlines for basic and secondary education to offer renewed and broader perspectives on the history of Africa and its diasporas, and their contributions to humanity.The curriculum outlines are structured around nine thematic Learning Units, arranged chronologically from the origins of humanity and civilizations to Africa’s most recent history. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship 발행 연도: 2024 단체 저자: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
School Leadership Roles and Standards: Observations from the International Study of Teacher Leadership 발행 연도: 2024 저자: Charles F. Webber | Dorothy Andrews | C.P. van der Vyver | Clelia Pineda-Báez | Janet M. Okoko | Edith J. Cisneros-Cohernour | José Gabriel Domínguez-Castillo | Mohammed Elmeski | Molly P. Fuller | Joan M. Conway | Cristina Moral-Santaella | Gloria Gratacós | Samira Idelcadi 단체 저자: UNESCO | Global Education Monitoring Report Team This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024/5 GEM Report, Leadership in education. This report summarizes the findings of the International Study of Teacher Leadership(ISTL), conducted in 12 countries. The researchers share descriptions of the increasing interest in teacher leadershipas a factor in student learning and school improvement. ISTL researchers focus primarily on classroom-based teachers who—in collaboration with formal school leaders, parents, community members, and colleagues—impact school-wide decision making and pedagogical practices. The report offers insights related to teacher leader behaviours, the complexity of teacher leadership, how teacher leaders learn to lead, and the importance of contextual factors that support and impede teachers who provide informal leadership to schools and the communities they serve. The researchers compare cross-cultural requirements of good leadership and offer contextually situated analyses of leadership visions and goals, the impact of teacher leadership on educational outcomes, necessary preconditions for effective leadership, and policies that develop teacher leadership. The researchers also describe the readiness of school communities to embrace teacher leadership, described variously as parallel leadership, shared leadership, and distributed leadership. The report argues for a shift from considering standards for teacher leadership—too often based on the assumption that leadership is consistent across cultural and organizational settings—to the more flexible and contextualized conceptualization of leadership dimensions such as purpose, self-awareness, intentionality, and culture building. The ISTL researchers also argue that teacher leadership is but one component of an integrated approach to educational governance that addresses the complexities of teaching and learning in relation to rapid socioeconomic change, global migration, political tensions, and the emergence of new technologies. The ISTL also reinforces the ongoing importance of classroom teachers in the achievement of educational objectives. The ISTL team concludes this report with a set of research recommendations. 
Global Education Monitoring Report 2024: Gender Report; Technology on Her Terms 발행 연도: 2024 단체 저자: UNESCO | Global Education Monitoring Report Team The 2024 Gender Report tells the increasingly positive story of girls’ education access, attainment and achievement, which is helping reverse decades of discrimination. But there is much more to say on gender equality in and through education. A companion to the 2023 GEM Report, this report looks at the interaction between education and technology with a gender lens. First, it looks at the impact of technology on girls’ education opportunities and outcomes. Although many instances are seen of radio, television and mobile phones providing a learning lifeline for girls, particularly in crisis contexts, gender divides exist globally in both access to technology and in digital skills, although the latter are smaller among youth compared to among adults. Biased social and cultural norms inhibit equitable access to and engagement with technology in and outside of school, with girls always left on the wrong side of the divide. While technology offers many girls opportunities to access important education content in safe environments, for instance on comprehensive sexuality education, technology in practice often exacerbates negative gender norms or stereotypes. Social media usage impacts learners’ and particularly girls’ well-being and self-esteem. The ease with which cyberbullying can be magnified through the use of online devices in the school environment is a cause of concern, as is the biased design of artificial intelligence algorithms. Second, the report looks into the role of education on the shape of future technological development. It shows that women struggle to pursue STEM careers, which manifests from an early age in the form of anxiety in mathematics and develops into a reluctance to study STEM subjects, ultimately resulting in a lack of women in the technology workforce. Women make up only 35% STEM graduates, and hold only a quarter of science, engineering and ICT jobs. Ensuring women participate on equal terms in shaping the world’s ongoing digital transformation will ensure that technology works for everyone and takes into consideration the needs of all humanity. 
Can African Countries Afford Their National SDG 4 Benchmarks? 발행 연도: 2024 단체 저자: UNESCO | Global Education Monitoring Report Team This brief paper follows the broad methodological approach of the two previous SDG 4 costing exercises and their main assumptions (UNESCO, 2015a; UNESCO, 2020). It introduces the SDG 4 benchmarking process and how to estimate the cost of achieving these targets set by countries, largely based on their sector plans. Finally, it presents the revised assumptions of the model and the key findings. Despite lowering ambition, there is still an average national financing gap of USD 78 billion per year in the 44 low- and lower-middle-income countries in Africa. 
Global Education Meeting: Fortaleza Declaration; Unlocking the Transformative Power of Education for Peaceful, Equitable and Sustainable Futures 발행 연도: 2024 단체 저자: UNESCO | Brazil. Ministry of Education The 2024 Global Education Meeting (GEM), held in Fortaleza, Brazil, marked a significant milestone in the global pursuit of education equity and financing, with the adoption of the powerful Fortaleza Declaration by over 650 participants including over 50 Ministers from across the globe. Reunión mundial sobre la educación: Declaración de Fortaleza; Aprovechar el poder transformador de la educación para forjar futuros pacíficos, equitativos y sostenibles 발행 연도: 2024 단체 저자: UNESCO | Brazil. Ministry of Education Este documento recoge la declaración de los ministros, los jefes y los miembros de las delegaciones nacionales, los representantes de los organismos de las Naciones Unidas, los asociados humanitarios y para el desarrollo, las organizaciones internacionales y regionales, las organizaciones de la sociedad civil, la profesión docente, los jóvenes y los estudiantes, el sector privado y las fundaciones, a partir de su participación en la Reunión Global sobre Educación (GEM) 2024, llevada a cabo los días 31 de octubre y 1° de noviembre. Esta reunión, organizada por la UNESCO y con sede en Brasil, tuvo el propósito de trazar la ruta para que la educación sea la prioridad de las naciones, las regiones y el mundo como un elemento clave para alcanzar todos los ODS, adoptando un enfoque integrado y de aprendizaje permanente, centrado en el fortalecimiento y la transformación de la educación.