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La Lente de la educación para el desarollo sostenible: una herramienta para examinar las políticas y la práctica Год публикации: 2010 Организация-автор: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. 지속가능발전교육 렌즈: 정책 및 실행 평가도구 Год публикации: 2013 Организация-автор: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. Каким быть образованию завтрашнего дня Доклад 2012 года о проводимом ООН Десятилетии образования в интересах устойчивого развития Сокращенный вариант Год публикации: 2013 Организация-автор: UNESCO As the lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005 – 2014), UNESCO is responsible for monitoring and evaluating progress during the DESD. UNESCO is publishing three reports during the DESD – in 2009, 2012 and 2014. This second report focuses specifically on processes and learning in the context of Education for Sustainable Development (ESD). What kinds of learning processes have emerged in the course of the DESD? What is the role of ESD in supporting them? What changes in ESD have occurred since the early years of the Decade? The report is informed by a broad consultation process that includes input from hundreds of policy makers, scholars and practitioners engaged in ESD around the world. Forjar la educación del mañana: decenio de las Naciones Unidas de la educación para el dessarollo sostenible: informe 2012, abreviado Год публикации: 2012 Организация-автор: UNESCO As the lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005 – 2014), UNESCO is responsible for monitoring and evaluating progress during the DESD. UNESCO is publishing three reports during the DESD – in 2009, 2012 and 2014. This second report focuses specifically on processes and learning in the context of Education for Sustainable Development (ESD). What kinds of learning processes have emerged in the course of the DESD? What is the role of ESD in supporting them? What changes in ESD have occurred since the early years of the Decade? The report is informed by a broad consultation process that includes input from hundreds of policy makers, scholars and practitioners engaged in ESD around the world. Shaping the education of tomorrow: 2012 report on the UN decade of education for sustainable development, abridged Год публикации: 2012 Организация-автор: UNESCO As the lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005 – 2014), UNESCO is responsible for monitoring and evaluating progress during the DESD. UNESCO is publishing three reports during the DESD – in 2009, 2012 and 2014. This second report focuses specifically on processes and learning in the context of Education for Sustainable Development (ESD). What kinds of learning processes have emerged in the course of the DESD? What is the role of ESD in supporting them? What changes in ESD have occurred since the early years of the Decade? The report is informed by a broad consultation process that includes input from hundreds of policy makers, scholars and practitioners engaged in ESD around the world. 
Regional handbook on life skills programmes for non-formal education Год публикации: 2012 Организация-автор: UNESCO Bangkok The Regional Handbook on Life Skills Programme for Non-formal Education (NFE) was developed for education policy makers, experts in curriculum development, materials development and trainers of personnel in the field of NFE, NFE practitioners such as Community Learning Centres (CLCs) personnel, teachers and facilitators, and researchers. It aims to provide information about life skills programmes and to serve as a practical guide to implement educational programmes to enhance life skills. It is expected to help NFE personnel with adopting, adapting and integrating life skills programmes in NFE. This Handbook consists of two parts as follows: Part one- overview of Life Skills Programme for Non-formal Education (NFE), Part Two- Practical Guide on Integrating Life Skills Programme in NFE. Part One provides answers to various questions related to life skills and life skills progrmmes. Part Two intends to provide practical information about the systematic planning and implementation of life skills programmes for NFE. It offers suggested steps for curriculum development, development of teaching and learning materials, delivery of life skills programmes and monitoring and evaluation strategies. Details of this process are elaborated for NFE practitioners at various levels, but in particular at the community level. This Handbook was developed based on the project outputs of UNESCO Bangkok's 'Life Skills Learning through Non-formal Education" carried out in Asia and the Pacific region from 2003-2006 within the framework of Asia-Pacific Programme of Education for All (APPEAL). The project consisted of country studies, regional meetings, pilot projects and action research in selected countries in the region. A group of experts from the region consolidated the main outputs of the project and developed this Handbook through a series of workshops in 2006-2007 in coordination with UNESCO Bangkok and the office of Non-formal and Informal Education (ONIE) of Thailand Ministry of Education. In addition, resource materials of various organizations including United Nations agencies, government institutions, universities and NGOs were also collected and used for developing this Handbook. Manuel régional sur les programmes de compétences de vie pour l'éducation non formelle Год публикации: 2012 Организация-автор: UNESCO Bangkok Le manuel régional sur le programme des compétences de vie pour l'éducation non-formelle (ENF) a été développé pour les décideurs politiques de l'éducation, des experts dans l'élaboration des programmes, le développement des matériaux et formateurs de personnel dans le domaine de l'ENF, les praticiens ENF tels que les centres d'apprentissage communautaires (CJC) personnel , les enseignants et les animateurs et les chercheurs. Il vise à fournir des informations sur les programmes de compétences de vie et de servir comme un guide pratique pour mettre en œuvre des programmes éducatifs pour améliorer les compétences de la vie. Il est prévu pour aider le personnel de l'ENF à l'adoption, l'adaptation et l'intégration des programmes de compétences de vie en ENF. Ce manuel se compose de deux parties: Partie de un aperçu le programme des compétences de vie pour l'éducation non formelle (ENF), en deux parties Guide pratique sur le programme des compétences de vie de l’Intégration dans ENF. La première partie fournit des réponses aux diverses questions liées aux compétences de vie et les compétences de la vie programmes. La deuxième partie a l'intention de fournir des informations pratiques sur la planification et la mise en œuvre des programmes de compétences de vie pour ENF systématique. Il propose des étapes suggérées pour l'élaboration des programmes, le développement de matériel pédagogique et d'apprentissage, la prestation de compétences pour la vie des programmes et des stratégies de Suivi et d'évaluation. Les détails de ce processus sont élaborés pour les praticiens ENF à différents niveaux, mais en particulier au niveau de la communauté. Ce manuel a été élaboré sur la base des résultats du projet de «Life Skills de l'UNESCO Bangkok L'apprentissage par l'éducation non formelle» réalisée en Asie et dans la région du Pacifique 2003-2006 dans le cadre du Programme Asie-Pacifique d'éducation pour tous (APPEAL). le projet consistait en études de pays, des réunions régionales, des projets pilotes et la recherche-action dans certains pays de la région. un groupe d'experts de la région a regroupé les principaux résultats du projet et a développé ce manuel à travers une série d'ateliers en 2006-2007 coordination avec l'UNESCO Bangkok et le bureau de l'éducation non formelle et informelle (ONIE) de la Thaïlande Ministère de l'éducation. En outre, des ressources documentaires de diverses organisations, y compris les organismes des Nations Unies, les institutions gouvernementales, les universités et les ONG ont également été recueillies et utilisées pour le développement de cette Manuel. Review of UNESCO culture sector's work on intercultural dialogue with a specific focus on: the general and regional histories, the slave route and cultural routes projects, plan Arabia, alliance of civilizations 'International vademecum' projects Год публикации: 2011 Автор: Julie Carpenter Организация-автор: UNESCO This review was commissioned from Education for Change Ltd by Internal Oversight Services (IOS) in UNESCO during June 2011 and completed in September 2011. The purpose of the review was to generate findings and recommendations regarding the relevance and effectiveness of the following priority initiatives on intercultural dialogue: • The General and Regional Histories (and related activities) • The Slave and Cultural Route projects (and related activities) • Plan Arabia • The Alliance of Civilizations (AoC) projects funded by the Government of Spain. The majority of activities in these flagship initiatives have been HQ-led and implemented with limited or no input from the field. Intersectoral work, essential to the effective implementation of the flagship initiatives and associated activities, was constrained by structural and budgeting factors common to most cross-sectoral work in UNESCO. Dissemination of the outputs of all the projects, with the possible exception of The Slave Route Project, has been a major and continuing challenge. The conception, writing, editing and direction of the Histories over more than 50 years have been the responsibility of an individual ISC for each History collection, supported by the UNESCO Secretariat in CLT. This highly participatory but complex process has caused delays and frustrations. However, the relevance of the Histories’ approach to history has not diminished over time. The interdisciplinary Histories have also been subject to the typical constraints within UNESCO of working across sectors. The use and re-use of the content in the Histories has recently been constrained by complex issues relating to co-publication and copyright covering volumes and illustrations and authors rights. The urgency of resolving these issues has arisen because of pressure from Member States to make the content of the Histories freely available online to enable access by institutions and individuals unable to afford the high costs of the published, printed volumes. The expensive printed formats selected for the Histories were predicated on the flawed assumption that university, college and public libraries exist in all countries that could afford to purchase relevant volumes and thus make available the content to researchers and the public. Overall effectiveness of these publications to date is impossible to measure, in terms of levels of takeup and use in universities or research for example, because over the years very limited data have been consistently or systematically collected, and little research or analysis has been done to determine the influence of the content of the Histories on written or broadcast material on history, on conference presentations etc. 2 Despite these constraints, the successful end in 2009 of this massive effort of developing, writing and publishing the history collections can and should be regarded as a significant achievement in itself, in which UNESCO has been effective in overcoming many problems and set-backs to achieve the completion of a project that only UNESCO itself, unique among all the international and UN bodies, could have achieved. Examen des travaux du secteur de la culture de l'UNESCO sur le dialogue interculturel avec un aCECnt particulier sur: les histoires générales et régionales, l'itinéraire des esclaves et itinéraires culturels projets, Plan Arabia, projet d’ alliance des civilisations ‘vade-mecum International’ Год публикации: 2011 Автор: Julie Carpenter Организация-автор: UNESCO Cet avis a été chargé de l'éducation pour le changement Ltd par les services de contrôle interne (IOS) de l'UNESCO au cours de Juin 2011 et achevé en Septembre 2011. Le but de l'examen était de générer des conclusions et des recommandations concernant la pertinence et l'efficacité des initiatives prioritaires suivants sur interculturel dialogue: • les Histoires générales et régionales (et activités connexes) • les projets esclaves et Route culturelle (et les activités connexes) • plan Arabia • l'Alliance des civilisations des projets (Alliance of Civilizations, AOC) financé par le gouvernement de l'Espagne. La majorité des activités de ces initiatives phares ont été HQ-dirigé et mis en œuvre avec la participation limitée ou pas sur le terrain. Le travail intersectoriel, indispensable à la mise en œuvre effective des initiatives phares et les activités connexes, a été entravée par des facteurs structurels et budgétaires communes à la plupart des travaux intersectoriels à l'UNESCO. Diffusion des résultats de tous les projets, à l'exception possible du projet Route de l'esclave, a été un défi majeur et continue. La conception, l'écriture, l'édition et la direction des histoires depuis plus de 50 ans ont été la responsabilité d'un ISC individuel pour chaque collection Histoire, soutenue par le Secrétariat de l'UNESCO CLT. Ce processus hautement participatif mais complexe a des retards et des frustrations causées. Cependant, la pertinence de l'approche de l'histoire de l'histoire n'a pas diminué au fil du temps. Les Histoires interdisciplinaires ont également été soumis à des contraintes typiques au sein de l'UNESCO de travailler dans tous les secteurs. L'utilisation et la réutilisation du contenu dans les Histoires a été récemment contraint par des questions complexes relatives à la co-publication et droits d'auteur couvrant les volumes et les illustrations et les droits d'auteur. L'urgence de résoudre ces problèmes a surgi en raison des pressions exercées par les États membres à rendre le contenu des histoires disponibles gratuitement en ligne pour permettre l'accès par les institutions et les personnes qui ne peuvent pas se permettre les coûts élevés des volumes imprimés publiés. Les formats chers imprimés sélectionnés pour les histoires étaient fondées sur l'hypothèse erronée selon laquelle l'université, le collège et les bibliothèques publiques existent dans tous les pays qui pouvaient se permettre d'acheter des volumes concernés et ainsi mettre à disposition le contenu des chercheurs et du public. L'efficacité globale de ces publications à ce jour est impossible de mesurer, en termes de niveaux de reprise et d'utiliser dans les universités ou la recherche, par exemple, car au fil des années des données très limitées ont été régulièrement ou systématiquement collectées, et peu de recherche ou d'analyse a été fait pour déterminer l'influence du contenu des histoires sur des documents écrits ou diffusés sur l'histoire, onconférencepresentations etc. 2 en dépit de ces contraintes, la fin réussie en 2009 de cet effort massif de développement, l'écriture et la publication des collections d'histoire peut et doit être considéré comme un réalisation importante en elle-même, dans laquelle l'UNESCO a été efficace pour surmonter de nombreux problèmes et revers pour obtenir la réalisation d'un projet qui ne l'UNESCO elle-même, unique parmi toutes les instances internationales et de l'ONU, aurait pu atteindre. 내일의 교육을 그리다: 유엔 ‘지속가능발전교육 10년(DESD, 2005-2014)’의 선도기관인 유네스코가 발간하는 ‘지속가능한 세상을 위한’ DESD 모니터링 · 평가 시리즈의 두 번째 보고서 Год публикации: 2013 Организация-автор: UNESCO As the lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005 – 2014), UNESCO is responsible for monitoring and evaluating progress during the DESD. UNESCO is publishing three reports during the DESD – in 2009, 2012 and 2014. This second report focuses specifically on processes and learning in the context of Education for Sustainable Development (ESD). What kinds of learning processes have emerged in the course of the DESD? What is the role of ESD in supporting them? What changes in ESD have occurred since the early years of the Decade? The report is informed by a broad consultation process that includes input from hundreds of policy makers, scholars and practitioners engaged in ESD around the world.