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Getting climate ready: a guide for schools on climate action and the whole-school approach 발행 연도: 2016 단체 저자: UNESCO Do you want to help create a healthier, fairer, more environmentally sustainable society? Do you want to empower children and young people to do the same? Do you want to make your school more climate-friendly? If so, this guide is for you! The guidelines and examples are based on a survey looking at climate action projects at 55 schools in 12 countries. All schools in the survey are part of UNESCO’s Associated Schools Project Network (ASPnet). In addition, this guide draws on examples and research published in peer-reviewed journals, books, national and international guidelines and frameworks and programme websites. Faire face au changement climatique: guide sur l'action climat destiné aux établissements scolaires 발행 연도: 2016 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Do you want to help create a healthier, fairer, more environmentally sustainable society? Do you want to empower children and young people to do the same? Do you want to make your school more climate-friendly? If so, this guide is for you! The guidelines and examples are based on a survey looking at climate action projects at 55 schools in 12 countries. All schools in the survey are part of UNESCO’s Associated Schools Project Network (ASPnet). In addition, this guide draws on examples and research published in peer-reviewed journals, books, national and international guidelines and frameworks and programme websites. 
Schools in action, global citizens for sustainable development: a guide for students 발행 연도: 2016 단체 저자: UNESCO The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. Le réSEAU en action: Citoyens du monde connectés pour le développement durable: guide à l'intention des enseignants 발행 연도: 2016 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. Escuelas en acción Ciudadanos del mundo para el desarrollo sostenible: guía para el alumnado 발행 연도: 2016 단체 저자: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. 
우리가 원하는 미래를 조성하자: 유엔 지속가능 발전교육 10년 최종 보고서 발행 연도: 2014 저자: Carolee Buckler | Heather Creech 단체 저자: 유네스코 유엔 지속가능 발전교육10년은(2005-2014, 이하DESD) 교육과 학습의 모든 측면에서 지속가능한 발전의 원칙과 관행의 통합, 모두를 위한 정의로운 사회, 보다 지속가능한 비전을 가지고 지식과 가치와 태도의 변화를 독려하는 것을 그 목적으로 한다. 지속가능 발전교육의 권한은 지속가능한 교육 시스템에 새로운 방향을 제시함으로 파트너십을 발휘하는 다수의 이해 당사자당들- UN 회원국, UN 기관, 교육분과, 민간 부문 및 시민 사회-에 동력을 공급한다. 이 최종 지속가능 발전교육 글로벌 모니터링 및 평가 보고서(이하GME)는 지속가능한 발전 노력과 교육 시스템으로 지속가능 발전교육(이하 ESD)을 포함한 진행 평가를 제공한다.지난 DESD, GME, 이 두 개의 보고서는 회원국과 ESD현상황에 대한 평가를 하는 이해 당사자들에 의존하여 세계, 국가 및 모든 지역과 교육 수준에서의 ESD 성과와 10년의 진행 경과에 대해서 그 지도를 그리고 있다. Réponses du secteur de l'éducation au harcèlement homophobe 발행 연도: 2012 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Cette publication fait partie d'une bonne politique et une série de pratiques portant sur des thèmes clés du travail de l'UNESCO avec le secteur de l'éducation, y compris le VIH et le SIDA et les milieux éducatifs, sains et sécuritaires pour tous les apprenants. Ce volume, sur le thème de l'intimidation homophobe dans les établissements d'enseignement, se fonde sur le travail de l'UNESCO sur l'égalité, la discrimination et la violence dans les écoles. مرحلة ما بعد عام 2015: التعليم الذي نصبو إليه 발행 연도: 2014 단체 저자: منظمة الأمم المتحدة للتربية والعلم والثقافة (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. 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. 
Guidelines for educators on countering intolerance and discrimination against Muslims: addressing islamophobia through education 발행 연도: 2013 단체 저자: UNESCO | Council of Europe | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Intolerance and discrimination against Muslims are not new phenomena. However, they have evolved and gained momentum in recent years, particularly under conditions of the “war on terror”, the global economic crisis, anxieties about national identity and difficulties in coping with the increased diversity in many societies. Such developments have contributed to a growth in resentment and fear of Muslims and Islam that often been fuelled by sections of the media and by some political discourse. Muslims are often portrayed as extremists who threaten the security and well-being of others.These stereotypes have impact not only on young people but also on their parents, as well as on teachers and other education professionals. This presents a new challenge for educators. While teachers cannot be expected to resolve the political and social tensions among communities, they can play a central role in shaping the attitudes and behaviours of young people. The actions and approaches adopted by teachers and school administrators can be crucial in promoting respect for diversity and mutual understanding, both in schools and in society.Developed by OSCE/ODIHR, the Council of Europe and UNESCO, these Guidelines aim to support educators in countering intolerance and discrimination against Muslims. They are intended for a wide audience, including teachers, principals and head teachers, education policymakers and officials, teacher trainers, teacher unions and professional associations, and NGOs. The Guidelines are relevant for both primary and secondary education and can also be used in non-formal education settings.