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유네스코 제6차 세계성인교육회의 중간회의 수원-오산 선언문: 성인학습 교육(ALE)의 힘; 2030년을 향한 비전 Год публикации: 2018 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) 2009년 12월 브라질 벨렘에서 개최된 제6차 세계성인교육회의(CONFINTEA VI)에서 벨렘 실행계획(Belém Framework for Action)이 채택되었다. 벨렘 실행계획은 회원국의 성인학습과 교육에 대한 공약을 기록하고, 평생학습 관점에서 성인학습과 교육의 세계적 발전을 위한 전략적 지침을 제시하였다. 2016년 발간된 유네스코의 제3차 성인학습과 교육(ALE)에 관한 글로벌 보고서(GRALE III)에서는 설문조사를 통해 수집된 데이터를 기반으로 2009년 제6차 회의 당시 회원국이 제시한 공약의 이행 현황을 평가하는 한편, 2030 지속가능발전의제(2030 Agenda for Sustainable Development) 이행에 있어 성인학습과 교육이 기여할 수 있는 부분을 강조하였다. 2017년 10월 대한민국 수원시에서 개최된 제6차 세계성인교육회의 중간회의(CONFINTEA VI Mid-Term Review)에서 회원국들은 지난 8년 동안 이행된 활동 현황을 검토하고, 2019년 발간 예정인 제4차 성인학습과 교육(ALE)에 관한 글로벌 보고서(GRALE IV)를 준비하였다. 이 선언문은 성인학습과 교육에 대한 각국 대표의 전반적 관점과 그들이 제시하는 미래에 대한 권고안이다. 
ПЕРЕКЛИКАЮЩИЕСЯ ГОЛОСА: Десятая годовщина принятия Всеобщей декларации ЮНЕСКО о культурном разнообразии Год публикации: 2011 Организация-автор: UNESCO This founding text was the first to acknowledge cultural diversity as “the common heritage of humanity”. It is with great pride that UNESCO is commemorating the 10th anniversary of the Declaration. Commemorate – from the Latin cum memorare – means quite literally “to remember together” or “to remember with”. This collection is compiled the voices of all those who have contributed to the heightening of human awareness by throwing into relief the inestimable value of cultural diversity. These excerpts from books, articles and statements by global intellectual and political leaders, artists and Nobel Prize-winners all call for the safeguarding of cultural diversity, which is inseparable from respect for human dignity. Their voices resound in bearing witness to the strength of cultural diversity and to its capacity to enlighten the minds of women and men. We are duty-bound to ensure that it is central to public policies and a resource for development and dialogue among nations. The United Nations was born of the determination of men and women “to save succeeding generations from the scourge of war...”. In accordance with that principle, UNESCO was established on a key idea, expressed at the very beginning of its Constitution: “... since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”. In the world today, globalized, connected and interdependent as never before, this mission is more vital than ever. The rapprochement of peoples and cultures requires a commensurately global awareness. Cultural diversity has always been at the heart of international relations. It is also, increasingly, a feature of the contemporary mixed and plural societies in which we live. In view of this reality, we must formulate appropriate public policies and rethink the mechanisms of social cohesion and civic participation. How can we build common ground on the basis of such diversity? How can we construct genuine moral and intellectual solidarity of humanity? Any new vision of humanism must be grounded itself in the dynamism and diversity of cultural heritage. It is a source of inspiration and knowledge to be shared and a means of broadening our horizons. The goal of the UNESCO Universal Declaration on Cultural Diversity is to provide keys and benchmarks for capitalizing on this wealth. There can be no sustainable governance if cultural diversity is not acknowledged. There can be no economic and social development if specific features of every culture are belittled and ignored. Résonances: Dixième Anniversaire de l'Adoption de la Déclaration Universelle de l'UNESCO sur la Diversité Culturelle Год публикации: 2011 Организация-автор: UNESCO This founding text was the first to acknowledge cultural diversity as “the common heritage of humanity”. It is with great pride that UNESCO is commemorating the 10th anniversary of the Declaration. Commemorate – from the Latin cum memorare – means quite literally “to remember together” or “to remember with”. This collection is compiled the voices of all those who have contributed to the heightening of human awareness by throwing into relief the inestimable value of cultural diversity. These excerpts from books, articles and statements by global intellectual and political leaders, artists and Nobel Prize-winners all call for the safeguarding of cultural diversity, which is inseparable from respect for human dignity. Their voices resound in bearing witness to the strength of cultural diversity and to its capacity to enlighten the minds of women and men. We are duty-bound to ensure that it is central to public policies and a resource for development and dialogue among nations. The United Nations was born of the determination of men and women “to save succeeding generations from the scourge of war...”. In accordance with that principle, UNESCO was established on a key idea, expressed at the very beginning of its Constitution: “... since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”. In the world today, globalized, connected and interdependent as never before, this mission is more vital than ever. The rapprochement of peoples and cultures requires a commensurately global awareness. Cultural diversity has always been at the heart of international relations. It is also, increasingly, a feature of the contemporary mixed and plural societies in which we live. In view of this reality, we must formulate appropriate public policies and rethink the mechanisms of social cohesion and civic participation. How can we build common ground on the basis of such diversity? How can we construct genuine moral and intellectual solidarity of humanity? Any new vision of humanism must be grounded itself in the dynamism and diversity of cultural heritage. It is a source of inspiration and knowledge to be shared and a means of broadening our horizons. The goal of the UNESCO Universal Declaration on Cultural Diversity is to provide keys and benchmarks for capitalizing on this wealth. There can be no sustainable governance if cultural diversity is not acknowledged. There can be no economic and social development if specific features of every culture are belittled and ignored. 
التصدي لمعدات السامية عن طريق التعليم مبادئ تةجيهية لواضعي السياسات Год публикации: 2018 Организация-автор: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) A new UNESCO and OSCE co-publication takes up the challenge of educating learners to resist contemporary anti-Semitism at a time when the issue is becoming ever more crucial around the world. It suggests concrete ways to address anti-Semitism, counter prejudice and promote tolerance through education, by designing programmes based on a human rights framework, global citizenship education, inclusiveness and gender equality.It also provides policymakers with tools and guidance to ensure that education systems build the resilience of young people to anti-Semitic ideas and ideologies, violent extremism and all forms of intolerance and discrimination, through critical thinking and respect for others. Le rôle de l'UNESCO pour la décennie des Nations Unies pour l'éducation au service du développement durable (2005-2014): visions et défis Год публикации: 2006 Организация-автор: UNESCO This document elaborates on UNESCO's role in guiding the Decade of Education for Sustainable Development (DESD), its vision and challenges for the DESD. 
UNESCO's role, vision and challenges for the UN decade of education for sustainable development (2005-2014) Год публикации: 2006 Организация-автор: UNESCO This document elaborates on UNESCO's role in guiding the Decade of Education for Sustainable Development (DESD), its vision and challenges for the DESD. 
United Nations Decade on Education for Sustainable Development (2005-2014): Education for Sustainable Development Год публикации: 2005 Организация-автор: UNESCO The Declaration of the International Conference on Ecology and Development, held in Rio de Janeiro in 1992, begins with the following words: "People are the main concern for sustainable development. They have the right to a healthy and productive life in harmony with nature. "The Declaration adopted at the World Summit on Sustainable Development, held in Johannesburg in 2002, reflected the commitment of world leaders to "create a humane, equitable and attentive to civil society, recognizing that each member of this society has its own human dignity". Education is the foundation of sustainable development, as discussed in chapter 36 of the Program-21 of the summit that was held in Rio de Janeiro in 1992. This idea was reiterated at the Johannesburg summit. The implementation plan foresees a link between the Millennium Development Goals for universal primary education for both boys and girls, with special attention paid to girls, and the Dakar Plan of Action on Education for All. The creation of a gender-sensitive educational system at all levels and in all types of education - formal, informal and informal - to reach those who are not involved in the educational process is an essential component of education for sustainable development. Education is considered a tool to address such important issues as rural development, health, the prevention of the spread of HIV / AIDS, the environment, as well as broader ethical and legal issues (for example, human values and human rights).There is no universal model of education for sustainable development. Despite the countries' agreement on the overall concept, the approaches to education in each country will differ due to local characteristics and priorities. Each country should define its priorities and actions, as well as goals, accents and processes, based on environmental, social, economic conditions and appropriate ways of solving the problem. Education for sustainable development is equally critical for both developed and developing countries. ОБРАЗОВАНИЕ ДЛЯ УСТОЙЧИВОГО РАЗВИТИЯ: Декада ООН по образованию для устойчивого развития (2005 – 2014) Год публикации: 2005 Организация-автор: UNESCO Декларация Международной конференции по экологии и развитию, прошедшей в Рио-де-Жанейро в 1992 г., начи-нается следующими словами: “Люди являются главной за-ботой устойчивого развития. Они имеют право на здоровую и продуктивную жизнь в гармонии с природой”. Декларация, принятая на Всемирном саммите по устойчи-вому развитию, состоявшемся в Йоханнесбурге в 2002 г., отразила обязательства лидеров мировых держав “создать гуманное, равноправное и внимательное к проблемам че-ловека общество, признающее то, что каждый член этого общества имеет свое человеческое достоинство”. Образование является фундаментом устойчивого развития, об этом говорится в главе 36 Программы–21 саммита, про-шедшего в Рио-де-Жанейро в 1992 г. Еще раз эта мысль была подтверждена на саммите в Йоханнесбурге. План реализации предусматривает установление связи между Целями развития тысячелетия в отношении всеобщего на-чального образования как для мальчиков, так и для девочек, где девочкам уделяется особое внимание, и Дакарским пла-ном действий по Образованию для всех. Создание гендер-но–чувствительной системы образования на всех уровнях и во всех типах образования – формальном, неформальном и неофициальном – в целях охвата тех, кто не принимает участия в образовательном процессе, – важнейший компо-нент образования для устойчивого развития. Образование считается инструментом, направленным на решение таких важных вопросов, как развитие сельских регионов, здраво-охранение, предотвращение распространения ВИЧ/СПИД, экология, а также более широких вопросов этического и правового характера (например, общечеловеческие цен-ности и права человека).Универсальной модели образования для устойчивого разви-тия не существует. Несмотря на согласие стран в отношении общей концепции, подходы к образованию в каждой стране будут различаться в силу местных особенностей и приори-тетов. Каждая страна должна определить свои приоритеты и действия, а также цели, акценты и процессы, исходя из экологических, социальных, экономических условий и со-ответствующих путей решения проблемы. Образование для устойчивого развития в равной степени является критиче-ски важным как для развитых, так и для развивающихся стран. Education for sustainable development and the millennium development goals Год публикации: 2009 Организация-автор: UNESCO The Millennium Development Goals (MDGs) provide a universal framework for development, agreed to by all UN Member States in 2000. They provide a means for developing countries and development partners to work together in pursuit of a sustainable future. Education for Sustainable Development (ESD) can contribute to the achievement of all the MDGs. It can help governments and development partners to ensure that capacity exists for achieving the MDGs. ESD provides learning goals that help to achieve the MDGs. Education for sustainable development and the millennium development goals Год публикации: 2009 Организация-автор: UNESCO Les Objectifs du Millénaire pour le Développement (OMD) constituent un cadre universel pour le développement, convenu par tous les États membres de l'ONU en 2000. Ils fournissent un moyen pour les pays et les partenaires au développement en développement à travailler ensemble à la poursuite d'un avenir durable. Éducation pour le Développement Durable (EDD) peut contribuer à la réalisation de tous les OMD. Il peut aider les gouvernements et les partenaires de développement afin de garantir que la capacité existe pour la réalisation des OMD. EDD fournit des objectifs qui contribuent à la réalisation des OMD d'apprentissage.