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School for all: experiences of municipal public schools with inclusion of students with disabilities, ASD, GDD and high ability/giftedness Год публикации: 2017 Автор: Carla Mauch | Wagner Santana Организация-автор: UNESCO Brasilia This publication is the result of a research project entitled Good Practices in Inclusive Education: the experience of Brazilian municipalities with the inclusion of students with disabilities, Autism Spectrum Disorder (ASD), Global Developmental Disorder (GDD) and of high ability/giftedness students (Boas Práticas em Educação Inclusiva: a experiência de municípios brasileiros na inclusão de alunos com deficiência, transtornos do espectro autista (TEA), transtorno global do desenvolvimento (TGD) e altas habilidades/superdotação). The study set out to identify and analyse the practices of municipal public-school networks in Brazil concerning the educational inclusion of students with disabilities, ASD and GDD, as well as gifted/talented students. The initiative arose out of a will to subsidise and strengthen processes for the formulation and implementation of policies, programmes and projects aligned with the principles of the Convention on the Rights of Persons with Disabilities (United Nations, 2006; Brazil, 2009) and the National Special Education Policy in the Perspective of Inclusive Education (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva) (Brasil. MEC/SEESP, 2008c). It is important to point out that those normative frameworks bring principles and presuppositions that have been reaffirmed in more recent documents such as the Incheon Declaration (World Education Forum, UNESCO, 2015) and the Sustainable Development Goals (SDG) (United Nations, 2015). 
Mudança climática em sala de aula: curso da UNESCO para professores secundários (fundamental II e ensino médio) sobre educação em mudança climática e desenvolvimento sustentável (EMCDS) Год публикации: 2014 Автор: David Selby | Fumiyo Kagawa Организация-автор: UNESCO Brasilia This course has been created with the goal of bringing climate change education outside the science classroom into the many other subject areas upon which climate change now has an impact, or will impact in the future, such as ethics, social studies, economics, political science, among others. The course materials are organized into four parts: 1. Course Framework and Overview, 2. Teachers’ Education Course daily materials, 3. Regional Resource Packs, 4. Daily Classroom Materials for teachers. These materials are all described in more detail and can be accessed from the Start Menu found on the following pages. This course is designed to enable teachers at the secondary level from diverse subject areas to introduce climate change education for sustainable development (CCESD) across the curriculum. UNESCO has identified the professional development of teachers in education for sustainable development as the top priority in recognition of the transformative role that teachers and teacher educators need to play in re-orienting education to help realize a sustainable future (UNESCO, 2005, p. 19). But good intentions for the professional development of teachers have fallen short in practice. Although taken up by enthusiasts, teacher education for sustainable development has rarely been mainstreamed, and, where there are courses, is often approached within a disciplinary as opposed to an interdisciplinary frame (Wals, A., 2009). If professional development in education for sustainable development is at an adolescent stage, teacher education in climate change education for sustainable development is in its infancy. For instance, according to a 2009 international comparative study on climate change education and sustainable development in ten countries, climate change education has peripheral status in educational research and practice, and when it is addressed it is only within science education (Læssøe,J. Schnack, K., Breiting, S. & Rolls, S., 2009). There is a clear and present need to respond to climate change challenges through systematic teacher education programmes that are not restricted to a single subject area. This teacher education course is an attempt to fill the current gap and is in line with one of UNESCO’s key objectives for climate change education for sustainable development, that is, to support teacher training on climate change for sustainable development (UNESCO, 2010, p. 9). The programme has four distinctive features: 1. It helps teachers to understand the causes, dynamics and impacts of climate change through a holistic approach. 2. Teachers are exposed to, and experience, a range of pedagogical approaches and techniques, that they can use in their own school environment. This includes engagement of themselves and their students in whole school and school-in-community approaches. 3. Teachers will develop their capacities to facilitate students’ community based learning. 4. Teachers will develop future-oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning. Educação: um tesouro a descobrir, relatório para a UNESCO da Comissão Internacional sobre Educação para o Século XXI (destaques) Год публикации: 2010 Автор: Jacques Delors Организация-автор: UNESCO Brasilia Learning: The Treasure Within, commonly referred to as the 'Delors Report', proposes a holistic and integrated vision of education based on the paradigms of lifelong learning, and the four pillars of learning to be, to know, to do, and to live together. Learning to live together: have we failed? A summary of the ideas and contributions arising from the forty-sixth session of UNESCO's International Conference on Education, Geneva, 5-8 September 2001 Год публикации: 2003 Организация-автор: 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. Learning to live together: have we failed? A summary of the ideas and contributions arising from the forty-sixth session of UNESCO's International Conference on Education, Geneva, 5-8 September 2001 Год публикации: 2003 Организация-автор: UNESCO International Bureau of Education (IBE) | UNESCO Brasilia Le présent ouvrage repose principalement sur les travaux de la quarante-sixième session de la Conférence Internationale sur l'Éducation (CIE), organisée par le Bureau International d'Éducation (BIE) de l'UNESCO et tenue à Genève du 5 au 8 Septembre 2001. Le thème de la conférence était ‘L'éducation pour tous pour apprendre à vivre ensemble: contenus et stratégies d'apprentissage - problèmes et solutions’. Sauf indication contraire, les nombreuses citations choisies pour illustrer les points soulevés dans ce livre sont des documents de l'CIE et les contributions. Les Conclusions et Propositions d'Action adoptées par la CIE de 2001 sont présentés au Chapitre V.L'CIE est l'événement qui se produit seulement régulièrement au cours de laquelle les ministres de l'éducation de partout dans le monde peuvent se rencontrer. Il sert donc comme un forum international unique et très apprécié pour le dialogue de haut niveau sur les questions d'éducation et de leurs implications politiques.La CIE de 2001 a réuni plus de 600 participants de 127 pays, y compris en particulier 80 inistres et 10 Vice-Ministres de l'Éducation, ainsi que des représentants d'organisations intergouvernementales et non gouvernementales. Les thèmes de la CIE 2001 étaient, et sont encore, très pertinent partout dans le monde: les responsables de l'éducation ont pris conscience de la nécessité et de la complexité de vivre ensemble, ainsi que du rôle et des limites de l'éducation à cet égard .L'CIE a été inspiré par une abondante littérature portant sur les principaux points de débat, y compris:Rapports Préparatoires;Les rapports nationaux présentés par les États membres;Exemples d'initiatives et bonnes pratiques (y compris celles qui sont présentées à la conférence que des études de cas vidéo);Messages des Ministres de l'Éducation présents à la Conférence;Et les contributions des nombreux chercheurs, des experts, des éducateurs et des décideurs à tous les niveaux de l'éducation qui a également participé à l'Netforum entre Avril et Août de 2001. Plus d'informations et d'opinions sur la grande question de l'éducation pour tous pour apprendre à vivre ensemble ont été ajoutés au cours de la Conférence elle-même, sous la forme de discours d'ouverture, des présentations et des débats au cours des deux sessions plénières, six ateliers thématiques et la session extraordinaire consacrée aux partenariats avec la société civile.Le présent ouvrage se fonde sur cette richesse de l'expérience, de la recherche, des opinions, des idées et des visions de l'avenir. Elle vise à contribuer à ramener le débat sur l'éducation pour tous pour apprendre à vivre ensemble plus près des acteurs de la communauté éducative mondiale. En énonçant ins de manière concise les questions clés et les actions proposées, et en les illustrant par des exemples concrets, de nombreuses citations et un certain nombre de questions, ce livre est particulièrement destiné aux formateurs d'enseignants, les enseignants eux-mêmes et leurs organisations professionnelles, ainsi que pour tous les acteurs dans la société civile qui s'efforcent d'améliorer la qualité de l'éducation, d'encourager le dialogue et de favoriser ainsi la capacité de vivre ensemble.Ni un ‘rapport de la conférence’, ni une œuvre scientifique ou universitaire, ce livre est destiné à être une sorte de «galerie de photos» de la quarante-sixième session de la CIE - son atmosphère de dialogue, les thèmes de ses débats, et la descriptions et les expériences de première main échangées. Loin de prescrire des normes ou des normes, elle a l'intention de partager des informations, des idées et des pratiques, un peu comme l'CIE lui-même, dans un esprit d'échange et de dialogue. 
Programa Mundial para Educação em Direitos Humanos: terceira fase, plano de ação Год публикации: 2015 Организация-автор: UNESCO Brasilia | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) De acordo com a Resolução 24/15 do Conselho de Direitos Humanos, o Escritório do Alto Comissariado das Nações Unidas para os Direitos Humanos (ACNUDH) elaborou, no primeiro trimestre de 2014, um esboço de plano de ação para a terceira fase (2015-2019) do Programa Mundial para Educação em Direitos Humanos (PMEDH) tomando como base, entre outros, importantes instrumentos e documentos das Nações Unidas, os planos de ação da primeira (2005- 2009) e da segunda (2010-2014) fases do PMEDH e outros materiais publicados pelo ACNUDH e pelas Nações Unidas. Em abril e maio, o esboço de plano de ação foi submetido à análise dos Estados, organizações intergovernamentais relevantes, incluindo a Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO), instituições nacionais de direitos humanos e sociedade civil. Em 4 de julho, o ACNUDH recebeu 30 respostas com os comentários, os quais foram levados em consideração no texto final e que constituem as Seções de II a V do presente relatório. 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 Год публикации: 2003 Организация-автор: 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.