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Pour des manuels scolaires au contenu inclusif 발행 연도: 2017 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) UNESCO has been working on textbook development issues since its inception in 1945 as part of its fundamental mandate to “build peace in the minds of men and women.” The present guide’s 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 – religion, gender and culture – 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. 
Consolidated Report on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms 발행 연도: 2013 단체 저자: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. 
Education aux médias et à l'information: programme de formation pour les enseignants 발행 연도: 2011 저자: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Nous vivons dans un monde où la qualité de l’information que nous recevons détermine largement nos choix et nos actions et en particulier, notre capacité à pro ter des libertés fondamentales et notre possibilité d’autodétermination et de développement. Ce programme d’éducation aux médias et à l’information pour les enseignants est une ressource importante pour les États membres de l’UNESCO et une publication expérimentale. Elle est prospective et s’efforce de réaliser la convergence de la radio, la télévision, l’Internet, les journaux, les livres, les archives numériques et les bibliothèques sur une même plate-forme. Elle est aussi spécialement conçue pour permettre l’intégration de ce programme dans le système formel de formation des enseignants. L’UNESCO croit que ce programme sera une étape importante d’innovation et de progrès pour tous les niveaux d’éducation. Медийная и информационная грамотность: программа обучения педагогов 발행 연도: 2011 저자: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung 단체 저자: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Данная программа обучения педагогов медийной и информационной грамотности — важный источник информации для государств-членов ЮНЕСКО, призванный содействовать их усилиям по достижению целей, сформулированных в Грюнвальдской декларации (1982 г.), Александрийской декларации (2005 г.) и Парижской повесткой дня (2007 г.), имеющих прямое отношение к медийной и информационной грамотности (МИГ). Данное издание состоит из двух частей. Часть 1 содержит описание программы обучения и системы компетенций МИГ. В ней описываются логика, структура и основные темы програм-мы. Она дополняет «Структуру ИКТ-компетентности учителей» (ICTs Competency Framework for Teachers), подготовленную ЮНЕСКО в 2008 г. Часть 2 включает в себя подробное описание базовых и дополнительных модулей учебной программы. Программа обучения учителей медийной и информационной грамотности переведена на арабский, французский, русский и испанский языки. 
Meeting Our Commitments to Gender Equality in Education: Global Education Monitoring Report Gender Review 2018 발행 연도: 2018 단체 저자: UNESCO The Education 2030 Framework for Action, a tool aimed at helping the international community achieve SDG 4 on education, explicitly recognizes gender equality as a guiding principle linked to the realization of the right to education. It states clearly that girls and boys, women and men, must be equally empowered ‘in and through education’.In this sixth Gender Review, in a series that began in 2011, the Global Education Monitoring Report team maintains the focus on a broad conception of gender equality that extends beyond counting boys and girls in classrooms. The review’s first part examines disparities in participation and skills, in education and political leadership positions, and in selected aspects of infrastructure and curricula. It also examines gender issues in professional development by exploring the role of education in three other SDGs: those concerning agriculture, health, and water and sanitation.The second part of the review analyses institutions, laws and policies to explore ways to determine and enforce accountability for gender equality in education. Tenir nos engagements en faveur de l'égalité des genres dans l'éducation: Rapport mondial de suivi sur l'éducation, résumé sur l'égalité des genres 2018 발행 연도: 2018 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le Cadre d’action Éducation 2030, outil qui vise à aider la communauté internationale à atteindre l’ODD 4 sur l’éducation, reconnaît explicitement l’égalité des genres comme principe directeur lié à la réalisation du droit à l’éducation. Il stipule clairement que les filles et les garçons, les femmes et les hommes, doivent bénéficier des mêmes possibilités « dans et par l’éducation ».Dans ce sixième résumé sur l’égalité des genres, qui fait partie d’une série qui a commencé en 2011, l’équipe du Rapport mondial de suivi sur l’éducation reste concentrée sur une large conception de l’égalité des genres, qui va au-delà du simple comptage du nombre de filles et de garçons dans les classes. La première partie du résumé examine les disparités en matière de participation et de compétences, aux postes à responsabilité des secteurs éducatif et politique et dans certains aspects des infrastructures et des programmes scolaires. Elle examine également les questions liées au genre dans le cadre de la formation professionnelle, en explorant le rôle de l’éducation dans trois autres ODD concernant l’agriculture, la santé, et l’eau et l’assainissement.La deuxième partie du résumé analyse les institutions, les lois et les politiques afin d’explorer des manières de déterminer et de faire appliquer le principe de responsabilité pour l’égalité des genres dans l’éducation. Cumplir nuestros compromisos de igualdad de género en la educación: Resumen sobre género del informe de seguimiento de la educación en el mundo 2018 발행 연도: 2018 단체 저자: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) El Marco de Acción para la Educación 2030, que es una herramienta encaminada a contribuir a que la comunidad internacional alcance el ODS 4 relativo a la educación, reconoce explícitamente la igualdad de género como un principio rector para la realización del derecho a la educación para todos. Dice claramente que las niñas y los niños, las mujeres y los hombres, deben adquirir las mismas competencias “en la educación y mediante ella”.En este sexto Resumen sobre Género de una serie que se inició en 2011, los autores del Informe de Seguimiento de la Educación en el Mundo siguen centrándose en un concepto amplio de la igualdad de género que va más allá del simple recuento del número de niños y niñas en las aulas.En la primera parte del documento se examinan las disparidades en materia de participación y de competencias, de puestos de dirección de alto nivel en el ámbito educativo y político, y en determinados aspectos de las infraestructuras y los programas de enseñanza. Se examinan asimismo las cuestiones de género en el desarrollo profesional, estudiando el papel de la educación en otros tres ODS, los relativos a la agricultura, la salud, y el agua y saneamiento.En la segunda parte se analizan las instituciones, leyes y políticas, con miras a explorar modalidades que permitan determinar y aplicar la rendición de cuentas en materia de igualdad de género en la educación. 
教育造福 人类与地球：为全民创造可持续的未来, 2016 全球教育监测报告; 摘要 발행 연도: 2016 단체 저자: 联合国教科文组织 (UNESCO) The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them. These facts are spelled out in exquisite and unusual detail throughout the report. Yet the report also emphasizes the remarkable gaps between where the world stands today on education and where it has promised to arrive as of 2030. 
Re|shaping cultural policies: a decade promoting the diversity of cultural expressions for development 발행 연도: 2015 단체 저자: UNESCO This Report presents the work of fourteen independent experts, as well as the Secretary of the Convention and the Principal Editor, who have analysed the implementation of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Its purpose is to move forward the process of monitoring the Convention’s implementation that was put in place by a mechanism of Quadrennial Periodic Reports (QPRs) approved by the Convention’s Conference of Parties in 2011. The contributors have consulted the 71 reports submitted by Parties, but have also used data derived from other, non-official sources and have drawn upon their own expert experience. Re|penser les politiques culturelles: 10 ans de promotion de la diversité des expressions culturelles pour le développement 발행 연도: 2015 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This Report presents the work of fourteen independent experts, as well as the Secretary of the Convention and the Principal Editor, who have analysed the implementation of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Its purpose is to move forward the process of monitoring the Convention’s implementation that was put in place by a mechanism of Quadrennial Periodic Reports (QPRs) approved by the Convention’s Conference of Parties in 2011. The contributors have consulted the 71 reports submitted by Parties, but have also used data derived from other, non-official sources and have drawn upon their own expert experience.