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Más allá de 2015: la educación que queremos 발행 연도: 2014 단체 저자: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) | United Nations Children's Fund (UNICEF) The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education. It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment. L'Après-2015: l'éducation que nous voulons 발행 연도: 2014 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | United Nations Children's Fund (UNICEF) The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education. It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment. 
The United Nations world water development report 2016: water and jobs 발행 연도: 2016 단체 저자: UNESCO Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. Rapport mondial des Nations Unies sur la mise en valeur des ressources en eau 2016: l'eau et l'emploi 발행 연도: 2016 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. 
Beyond 2015: the education we want 발행 연도: 2014 단체 저자: UNESCO | United Nations Children's Fund (UNICEF) The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education.It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment. 
UNESCO Strategy on Education for Health and Well-Being: Contributing to the Sustainable Development Goals 발행 연도: 2016 단체 저자: UNESCO This strategy builds on UNESCO’s longstanding commitment to strengthen the links between education and health, reflecting international recognition that a more comprehensive approach to school health and coordinated action across sectors is needed. As stated in the 2015 Incheon Declaration, education develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges. It updates previous UNESCO strategies and expands on UNESCO’s work on HIV and on promoting comprehensive sexuality education and safe and inclusive learning environments, placing more emphasis on the role of schools in promoting health. More specifically, it reflects recent developments in the global education, HIV and health agendas, and is aligned with the new UNAIDS 2016-2021 Strategy and the Sustainable Development Goals, in particular SDG 3 Health, SDG 4 Education and SDG 5 Gender Equality. Stratégie de l'UNESCO sur l'éducation pour la santé et le bien-être: contribution aux Objectifs de développement durable 발행 연도: 2016 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) This strategy builds on UNESCO’s longstanding commitment to strengthen the links between education and health, reflecting international recognition that a more comprehensive approach to school health and coordinated action across sectors is needed. As stated in the 2015 Incheon Declaration, education develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges. It updates previous UNESCO strategies and expands on UNESCO’s work on HIV and on promoting comprehensive sexuality education and safe and inclusive learning environments, placing more emphasis on the role of schools in promoting health. More specifically, it reflects recent developments in the global education, HIV and health agendas, and is aligned with the new UNAIDS 2016-2021 Strategy and the Sustainable Development Goals, in particular SDG 3 Health, SDG 4 Education and SDG 5 Gender Equality. Proyecto de estrategia de la UNESCO sobre la educación para la salud y el bienestar: contribución a los Objetivos de Desarrollo Sostenible 발행 연도: 2016 단체 저자: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) This strategy builds on UNESCO’s longstanding commitment to strengthen the links between education and health, reflecting international recognition that a more comprehensive approach to school health and coordinated action across sectors is needed. As stated in the 2015 Incheon Declaration, education develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges. It updates previous UNESCO strategies and expands on UNESCO’s work on HIV and on promoting comprehensive sexuality education and safe and inclusive learning environments, placing more emphasis on the role of schools in promoting health. More specifically, it reflects recent developments in the global education, HIV and health agendas, and is aligned with the new UNAIDS 2016-2021 Strategy and the Sustainable Development Goals, in particular SDG 3 Health, SDG 4 Education and SDG 5 Gender Equality. 
2017 CCNGO, Education 2030: implementing SDG4-Education 2030; Global meeting declaration 발행 연도: 2017 단체 저자: 유네스코 | Collective Consultation of NGOs on Education for All We, the representatives of national, regional and international non-governmental and civil society organisations and members of the Collective Consultation of NGOs (CCNGO) for Education 2030 from different parts of the world have gathered in Siem Reap, Cambodia on 8 and 9 May 2017.We re-affirm that education is a fundamental human right and a public good that is key to promoting social, economic and environmental justice. States have the duty to provide free quality equitable public education at all levels and lifelong learning for all, and to ensure the right to education is enshrined in law and enforceable.We have met to take stock and discuss the implementation of SDG4-Education 2030 since its adoption and make recommendations. Participants discussed initiatives undertaken, key challenges encountered, opportunities identified and ways forward, as well as debated the role of civil society organizations in supporting the implementation of SDG4-Education 2030 at national, regional and global levels, and the contributions of the CCNGO in this regard. We furthermore agreed upon the revised working procedures of the CCNGO in light of SDG4-Education 2030 and elected a new CCNGO Coordination Group for 2017- 2019. In this context, we reaffirm:· Our endorsement of the vision, principles, goals and targets laid out under SDG 4 within ‘The 2030 Agenda for Sustainable Development’; the Incheon Declaration; the ‘Education 2030 Framework for Action’; and the 2015 Incheon Final Declaration of the NGO Forum;· The important role of civil society organisations in the implementation of SDG4-Education 2030, and their engagement and involvement at all stages, from policy formulation and planning through to monitoring and evaluation with their participation institutionalized and guaranteed, as stated in the Education 2030 Framework for Action. 
Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices 발행 연도: 2016 단체 저자: UNESCO The main responsibility for implementing the SDG4-Education 2030 Agenda lies with governments, with UNESCO and partners providing support through coordinated policy advice, technical assistance, capacity development and monitoring of progress at global, regional and national levels. By their position, UNESCO field offices have a key role to play in providing such support at country level and therefore require adequate technical capacity to fulfil their mission.These guidelines aim at providing a basic resource to field offices for ensuring adequate technical support to national authorities in this process. In doing so, it takes into account different profiles of country needs and capacities, thus avoiding a one-size-fits-all approach. Countries may have different levels of awareness of, or political commitment to, Sustainable Development Goal 4 (SDG4). In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated and that national authorities and stakeholders are reminded of its importance. To assist field offices in this task UNESCO has developed and made available a number of resources and support materials, notably the Unpacking SDG4-Education 2030 Guide, parts of which are excerpted here, and will continue coordination efforts in this respect.Inevitably, field staff will have to adapt the guidelines provided here to the reality of the country they are serving. That is why this document is full of resources and pointers that can be combined and tailored to fit the particular context of each country. At the same time, field staff are invited to require additional technical guidance from the corresponding regional bureaus, which can rely on the backstopping of Headquarters services and support from the specialized institutes.These guidelines represent a first attempt to provide specific directions and resources to allow field offices to technically support Member States. After a first evaluation, in which all field staff are invited to participate, the guidelines will be improved so as to make them even more suitable and useful. They will also be supplemented with other material to ensure that UNESCO plays its role as the leading United Nations agency in the field.