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Guía para la evaluación de un plan sectorial de educación 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) La Alianza Mundial para la Educación (GPE, por sus siglas en inglés) es la única alianza multilateral global cuya misión es conseguir que todos los niños y niñas estén escolarizados en un sistema educativo de calidad. La Alianza Mundial para la Educación engloba a alrededor de 60 gobiernos de países en desarrollo, así como a gobiernos socios, organizaciones de la sociedad civil, instituciones internacionales, profesores, fundaciones privadas y sector privado. Proporciona financiación para apoyar el diseño y la ejecución de planes sectoriales de educación de calidad en los países más pobres del mundo. La GPE reúne a líderes mundiales y nacionales para apoyar estrategias coordinadas que ofrezcan a todos los niños y niñas la oportunidad de aprender en un entorno de aprendizaje seguro y adecuado. La Alianza Global, mediante el apoyo a programas de desarrollo enfocados a alcanzar las metas educativas de cada país, tales como la paridad de género, resultados de aprendizaje de calidad y acceso universal a la educación primaria, garantiza que la inversión en educación valga la pena. Hemos ayudado a mejorar los resultados nacionales en educación gracias al trabajo conjunto de socios en la elaboración de planes sectoriales de educación, medibles y de calidad, a la inversión en componentes del plan que eran estratégicamente importantes y que no estaban suficientemente financiados y a la activación del expertise de socios en el país que han aportado su ventaja comparativa. La Alianza Mundial para la Educación ha asignado 3.900 millones de dólares en los últimos diez años para apoyar reformas educativas en los países más pobres de mundo. Prácticamente lamitad de la financiación de 2014 se destinó a estados frágiles o países en situación de conflicto. Guidelines for education sector plan appraisal (prs) 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) مشارکت جهانی برای تعلیم و تربیهیگانه تفاهمنامه چند جانبه جهانی است که جهت فراخواندن تمام اطفال در مکاتب با کیفیت وقف گردیده است. مشارکت جهانی برای تعلیم و تربیه حدودأ شامل دولت 60کشور رو به ترقی و همچنان کشور های حمایت کننده،نهاد های جامعه مدنی، نهاد های بین المللی، اتحادیه های خصوصی و معلمان، و سکتور خصوصی میباشد. این مشارکت منابع مالی را جهت حمایت انکشاف و تطبیق پلان های استراتیژیک با کیفیت در فقیر ترین کشور های جهان میباشد.مشارکت جهانی برای تعلیم و تربیه رهبری های ملی و بین المللی را دور هم جمع می نماید تا از آموزش هر طفل در یک فضای مصئون و مؤثر آموزشی حمایت گردد. با حمایت برنامه های انکشافی جهت رسیدن به اهداف تعلیمی یک کشور، مانند تساوی جنسیتی، نتایج با کیفیت آموزشی، و دسترسی همگانی به مکاتب ابتدائیه، مشارکت جهانی تعلیم وتربیه تضمین می کند که به قدر کافی در تعلیم و تربیه سرمایه گذاری میشود. ما از بهبود رسیدن به نتایج آموزشی از طریق گردهم آوردن شرکا میان هم تا پلان های استراتیژیک با کیفیت را ترتیبنمایند، از طریق سرمایه گذاری بالای بخش های مهم استراتیژیکی و نیازمند بودجه پلان استراتیژیک کشور ها و از طریق بسیج نمودن شرکای داخلی در کشور ها تا از مزیت نسبی شان استفاد بتوانند حمایت نموده ایم.مشارکت جهانی برای تعلیم و تربیه در دهه گذشته مبلغ 3.9میلیارد دالر را برای حمایت اصلاحات در تعلیم و تربیه بعضی فقیر ترین کشور های جهان تخصیص داده است. در سال 2014تقریبأ نیم از این سرمایه گذاری به کشور های نا امن و متاثر از جنگ داده شد. 
Guide pour l'évaluation d'un plan sectoriel d'éducation 발행 연도: 2015 단체 저자: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment.The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan? The purpose of these guidelines is to assist education stakeholders in appraising the soundness, relevance, and coherence that form the credibility of ESPs. The primary objective of an appraisal report is to support the finalization of a credible ESP. It provides a fair review of the ESP strengths and areas in need of improvement before the endorsement by partners which signifies their commitment to support the implementation of the ESP. These guidelines are meant to be adapted to national contexts and needs. The stakeholders should discuss the scope and the methodology of the appraisal to be used, and develop a common vision of the whole process. The appraisal process should be participatory, and grounded in the political and technical dialogue for ESP development. It should involve consultations, interviews with key stakeholders, and field visits, in addition to a desk review of the ESP and any other relevant documents. It is good practice to organize a validation workshop of the appraisal report’s findings, conclusions, and recommendations to feed into the ESP finalization. The appraisal process should occur early enough in the ESP development process to allow time for decision-makers to open consultations on these conclusions and recommendations in order to improve the final version of the ESP. Aprender a vivir juntos: ¿hemos fracasado? Síntesis de las reflexiones y los aportes surgidos durante la 46a Conferencia Internacional de Educación de la UNESCO, Ginebra, 5-8 de septiembre de 2001 발행 연도: 2003 단체 저자: UNESCO International Bureau of Education (IBE) | UNESCO Brasilia The present book is based mainly on the work of the forty-sixth session of the International Conference on Education (ICE), organized by UNESCO’s International Bureau of Education (IBE) and held in Geneva from 5 to 8 September 2001. The theme of the conference was ‘Education for All for Learning to Live Together: Contents and Learning Strategies - Problems and Solutions’. Unless stated otherwise, the numerous quotations chosen to illustrate the points made in this book are from ICE documents and contributions. The Conclusions and Proposals for Action adopted by the 2001 ICE are provided in Chapter V.The ICE is the only regularly occurring event during which Ministers of Education from all over the world can meet. It therefore serves as a unique and highly appreciated international forum for high-level dialogue on educational issues and their policy implications.The 2001 ICE brought together over 600 participants from 127 countries, including in particular 80 Ministers and 10 Vice-Ministers of Education, as well as representatives of intergovernmental and non-governmental organizations. The themes of the 2001 ICE were, and still are, very relevant all over the world: those in charge of education have become well aware of the necessity and complexity of living together, as well as of the role and limits of education in this respect.The ICE was inspired by abundant literature dealing with the principle issues that participants debated, including: Preparatory reports;National reports presented by the Member States;Examples of initiatives and good practice (including those presented at the conference as video case studies);Messages from Ministers of Education attending the Conference;And contributions from the numerous researchers, experts, educationists and decision makers at all levels of education who also participated in the Netforum between April and August 2001.More information and opinions on the vast issue of Education for All for Learning to Live Together were added during the Conference itself, in the form of keynote addresses, presentations and debates during the two plenary sessions, six thematic workshops and the special session devoted to partnerships with civil society.The present book draws on this wealth of experience, research, opinions, ideas and visions of the future. It seeks to contribute to bringing the debate on Education for All for Learning to Live Together closer to actors of the global educational community. By setting out ins concise way the key issues and proposed actions, and illustrating them with concrete examples, numerous quotations and a number of questions, this book is intended particularly for teacher trainers, teachers themselves and their professional organizations, as well as for all actors in civil society who endeavour to improve the quality of education, to encourage dialogue and to foster in this way the capacity for living together.Neither a ‘conference report’ nor a scientific or academic work, this book is intended to be a sort of ‘gallery of photographs’ of the forty-sixth session of the ICE – its atmosphere of dialogue, the themes of its debates, and the first-hand descriptions and experiences exchanged. Far from prescribing norms or standards, it intends to share information, ideas and practices, rather like the ICE itself, in a spirit of exchange and dialogue. Planning education with and for youth 발행 연도: 2015 저자: Anja Hopma | Lynne Sergeant 단체 저자: UNESCO International Institute for Educational Planning (IIEP) As a central stakeholder in education, young people should be involved in educational planning. This publication focuses on the rationale for and obstacles to youth involvement, as well as the efforts of ministries of education to engage youth in their planning work. It is based on discussions and recommendations that emerged from the high-level international policy forum on ‘Engaging youth in planning education for social transformation’ organized by the UNESCO International Institute for Educational Planning (IIEP) in Paris from 16 to 18 October 2012. This policy forum set out to explore the following broad themes: (i) youth engagement in planning education for conflict transformation and peace building; (ii) strengthening young people’s skills and opportunities for civic engagement within formal and non-formal education systems; and (iii) enhancing the relevance of education systems for young people in their transition to employment. This publication draws on the exchanges during the pre-forum online debates, discussions among participants during the forum, and testimonials from practitioners and youth. Planifier l'éducation avec et pour les jeunes 발행 연도: 2015 저자: Anja Hopma | Lynne Sergeant 단체 저자: UNESCO International Institute for Educational Planning (IIEP) En tant que partie prenante centrale dans l'éducation, les jeunes doivent être impliqués dans la planification de l'éducation. Cette publication met l'aCECnt sur les raisons et les obstacles à la participation des jeunes, ainsi que les efforts des ministères de l'éducation pour engager les jeunes dans leur travail de planification. Il est basé sur des discussions et des recommandations issues du forum de politique internationale de haut niveau sur «Engager les jeunes dans l'enseignement de la planification pour la transformation sociale» organisé par l'Institut international de l'UNESCO pour la planification de l'éducation (IIPE) à Paris du 16 au 18 Octobre 2012. Cette forum politique a entrepris d'explorer les grands thèmes suivants: (i) l'engagement des jeunes dans l'enseignement de la planification pour la transformation des conflits et de consolidation de la paix; (Ii) le renforcement des compétences et des possibilités d'engagement civique dans les systèmes formels et d'éducation non formelle des jeunes; et (iii) l'amélioration de la pertinence des systèmes d'éducation pour les jeunes dans leur transition vers l'emploi. Cette publication se fonde sur les échanges au cours de la pré-forum en ligne des débats, des discussions entre les participants lors du forum, et des témoignages de praticiens et les jeunes. 
Schools for Conflict or for Peace in Afghanistan 발행 연도: 2015 저자: Dana Burde The publication provides a systematic analysis of the relationship between education and conflict, tracing how different approaches have been applied in Afghanistan as the rationale for aid has shifted from a policy of benign neglect, to an effort to support war, to an effort to mitigate conflict. Using this history as a case study, the book explores how foreign intervention in education can contribute either to conflict or to peace.. Schools for Conflict or for Peace in Afghanistan 발행 연도: 2015 저자: Dana Burde Cette publication est une analyse de la relation entre l'éducation et les conflits, retraçant l’évolution des motifs mobilisés pour justifier le recours à une aide extérieure en Afghanistan, et le passage d’une politique du laissez faire à celle de soutien à l’effort de guerre, puis aux tentatives d’apaisement du conflit. En s’appuyant sur cet exemple, cet ouvrage analyse comment l'intervention étrangère en matière d'éducation peut aussi bien contribuer à la guerre qu’à la paix. 
Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why 발행 연도: 2012 저자: Dianne Gereluk Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why 발행 연도: 2012 저자: Dianne Gereluk Les enseignants doivent-il aborder les questions du terrorisme et de l'extrémisme au sein des salles de classe ? Dans ce cas, que doivent-ils enseigner, et comment ? Dianne Gereluk réunit au sein d'un même ouvrage les opinions divergentes autour de ces débats, elle explore et interroge les arguments mis en avant pour démontrer de l’importance du traitement de ces thèmes par les écoles. Elle envisage la façon dont ces sujets devraient être enseignés, et propose quelques conseils pratiques.