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Global Citizenship Education for the Rule of Law: Doing the Right Thing Год публикации: 2018 Организация-автор: UNESCO | UN. Office on Drugs and Crime (UNODC) UNESCO and UNODC have established a partnership to promote the rule of law and a culture of lawfulness through education. Combining their resources and expertise, they are seeking to build the capacities of educators, teachers and policy-makers to plan and undertake educational activities that empower learners to take constructive and ethically responsible decisions in their daily lives that support justice, human rights and strong institutions to defend them. 
Measuring Global Citizenship Education: A Collection of Practice and Tools Год публикации: 2017 Организация-автор: Center for Universal Education at Brookings | UNESCO | UN Global Education First Initiative - Youth Advocacy Group (YAG) The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world,1 while the Mahaupanishads of ancient India spoke of the world as one family.2 Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.This toolkit is intended to shed light on one aspect of operationalizing global citizenship education (GCED): how it can be measured. This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15–24).3 For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).This toolkit begins with a brief review of opinions on why GCED is important and the variety of definitions of GCED. We follow the report with a catalog of 50 profiles of assessment efforts, each describing practices and tools to measure GCED at the classroom, local, and national levels. Note that the survey does not represent an exhaustive list but may be regarded as a living document that will grow as the field of GCED itself grows around the world.Broadly speaking, the assessment efforts in this survey may be categorized across achieving three goals: (1) fostering the values/attitudes of being an agent of positive change; (2) building knowledge of where, why, and how to take action toward positive change; and (3) developing self-efficacy for taking effective actions toward positive change.Today, global challenges such as climate change, migration, and conflict will require people to do more than just think about solutions. They will require effective action, by both individuals and communities. Education for global citizenship is one means to help young people develop the knowledge, skills, behaviors, attitudes, and values to engage in effective individual and collective action at their local levels, with an eye toward a long-term, better future at the global level. We offer this toolkit to provide guidance for educators, policymakers, non-governmental organizations, civil society, and researchers, and to inform this conversation. 
Welcome to the Anthropocene! (The UNESCO Courier no. 2, April-June 2018) Год публикации: 2018 Организация-автор: UNESCO In the Ideas section of this issue, three internationally celebrated academics consider the notion of diversity – Mireille Delmas-Marty, a member of the Institut de France; Souleymane Bachir Diagne, Senegalese philosopher; and Abdourahman Waberi, novelist and diarist from Djibouti. With these articles, the Courier marks the celebrations of the World Day for Cultural Diversity for Dialogue and Development (21 May) and the International Day for Biological Diversity (22 May).Our Guest for this issue is Bibi Russell, a fashion designer from Bangladesh. A former top model in London, she quit the catwalk to devote herself to using fashion for development. She is currently working in India, helping young women, some of whom were trafficked as children, to find their bearings and start a new life.To mark UNESCO’s Africa Week in May, we focus on youth in the West and the South of the continent, in our Current Affairs section. After visiting Athens, World Book Capital 2018, we travel to Canada’s Northwest territories, on the other side of the world, to discover the people of Great Bear Lake, in the Tsá Tué biosphere reserve – established and looked after by the indigenous community that lives there.Finally, Zoom invites us to follow an ordinary day in the life of Qello, a 13-year old girl in Ethiopia, hour by hour.The UNESCO Courier celebrates its 70th birthday in 2018. Each issue this year will feature an article that looks back at this extraordinary adventure. In this issue, Roberto Markarian, Rector of the University of the Republic, Uruguay, recounts the story of the role the Courier has played in his life. Bienvenue dans l'Anthropocène! (Le Courrier de l'UNESCO no. 2; Avril-Juin 2018) Год публикации: 2018 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Selon les uns, l’Anthropocène n’est qu’un autre nom pour l’époque que nous appelons Holocène, les humains ayant commencé à exercer une pression sur l’environnement depuis 10 000ans, c’est-à-dire depuis leur sédentarisation et l’invention de l’agriculture. Selon d’autres, l’Anthropocène commencerait autour de 1800, avec la révolution industrielle. D’autres encore voient l’Anthropocène éclore dupremier champignon atomique de 1945. Malgré ces divergences, très rares sont ceux qui ne reconnaissent pas qu’au cours du dernier demi-siècle l’état de la planète s’est dégradé plus rapidement et plus dramatiquement que jamais : amasgigantesques de plastique sur les plages et dans les mers, développement sans précédent de nouveaux matériaux qui couvrent la surface terrestre et ne se recyclent que très peu, sols gorgés d’engrais, augmentation du taux d’acidité des mers, tauxde pollution sans précédent, érosion des forêts tropicales, dérèglement desécosystèmes, extinction massive des espèces et diminution drastique de la biodiversité, réchauffement climatique...À qui la faute ? Auxhumains – répond lamajorité des scientifiques. Reste à savoir si nous devrions tous porter la même charge deresponsabilité. Certains blâmant avant tout le système capitaliste né en Occident, parlent de Capitalocène ou d’Occidentalocène. Courons-nous à la catastrophe? Des voix s’élèvent pour prophétiser la fin du monde! Des notions comme Chtulhucène ou Thanatocène sont avancées pour signifier que le monstre rôde, quela mort nous guette... Des experts, bien plus modérés, n’en sont pas moins inquiets face à l’indécision des décideurs. «Tout se passe comme si l’humanité, léthargique, attendait la fin du film et le moment où les héros viendront tout arranger et où nous serons tous heureux pour toujours», lira-t-on dans ces pages.Le débat fait rage, les solutions tardent à venir. Le Courrier fait le point. 
Holocaust Education in a Global Context: Report Год публикации: 2013 Организация-автор: UNESCO Teaching and learning about the Holocaust, which until this point had largely been a matter of regional interest, for Europeans, as well as North Americans and Israelis, became officially an issue of universal concern. Other countries are now invited to teach about the Holocaust even if they do not have a direct link to the event. This raises many issues concerning the pedagogical implications of this global perspective on Holocaust education. Why and how is the Holocaust taught in countries that have no connections with the genocide and the history of the Jewish people? How does this history connect and resonate with the preoccupations of these countries? Generally speaking, what could be the purposes and the benefits of teaching about the Holocaust globally?In order to address these issues, UNESCO organized an experts-meeting on 27 April 2012, in partnership with the Topography of Terror Foundation (Berlin, Germany). The purpose was specifically to clarify the following questions: What are the current trends of Holocaust education worldwide? How can the Holocaust be studied in a comparative fashion in the classroom? In which ways does Holocaust education contribute to the prevention of genocide? Furthermore, how is it taught in a human rights education perspective? Can the Holocaust provide a suitable framework to address other traumatic events of the past? 
A Guide for Gender Equality in Teacher Education Policy and Practices Год публикации: 2015 Автор: María C. Arango Restrepo | Esther Corona-Vargas Организация-автор: UNESCO Transforming the culture of teacher education institutions and making them gender-sensitive entities is a daunting task. However, it is not an impossible task. Understanding gender and applying gender mainstreaming are critical foundations for fostering social cohesion that goes beyond teacher education institutions and the school. Teachers are increasingly expected to play crucial roles in preparing young people to face the future with confidence, purpose, responsibility and gender sensitivity. Teacher education institutions must be ready to provide the enabling environment and training and continuing education for the development of knowledge, values, skills and gender-responsive practices that the teachers need in the 21st century.This Guide, through its ten Modules, takes the reader through step by step on how gender can be mainstreamed in all areas of teacher education and training: from policy and planning, administration and management, gender-responsive budgeting, social services, the environment, curriculum, pedagogy, research, and to advocacy. Through this Guide, teacher educators are also reminded what teachers must know and be able to do in order to promote gender equality through education. The Modules can be used individually or comprehensively depending on the situation and context of countries.This Guide is dedicated to all teacher educators, whose intellectual rigour and tireless efforts to foster enabling environments for inclusive and gender sensitive education, are indispensable for success in continuing education. Guide pour l'égalité des genres dans les politiques et les pratiques de formation des enseignants Год публикации: 2015 Автор: María C. Arango Restrepo | Esther Corona-Vargas Организация-автор: UNESCO Transformer la culture des institutions de formation des enseignants pour en faire des entités sensibles aux genres est une tâche ardue. Cependant, elle n’est pas impossible. Comprendre les problématiques liées aux genres et savoir comment appliquer l’égalité des sexes se révèlent être des aspects essentiels afin de favoriser une cohésion sociale allant au-delà des institutions de formation des enseignants et de l’école. Les enseignants sont de plus en plus appelés à jouer un rôle crucial dans la préparation des jeunes à faire face à l’avenir avec confiance, décision, responsabilité et sensibilité aux notions de genre. Ainsi, les institutions de formation des enseignants doivent être prêtes à fournir un environnement favorable et une formation continue pour le renforcement des capacités, des valeurs, des compétences et des pratiques sensibles au genre dont les enseignants ont besoin au 21e siècle.À travers ses dix modules, ce guide explique comment intégrer la notion de genre dans tous les domaines de l’éducation et de la formation des enseignants : politiques et planification, gestion et administration, budgétisation sensible au genre, services sociaux, environnement, programmes, pédagogie, recherche et plaidoyer. Ce guide vise à rappeler également aux formateurs d’enseignants ce que ces derniers devraient savoir et être en mesure de faire afin de promouvoir l’égalité des genres à travers l’éducation. Les modules peuvent être utilisés individuellement ou dans leur totalité en fonction de la situation et du contexte des pays.Ce guide est dédié à tous les formateurs d’enseignants, dont la rigueur intellectuelle et les efforts inlassables en vue de favoriser un environnement propice à l’éducation inclusive sensible aux genres, sont indispensables à la réussite de la formation continue. Guía para la igualdad de género en las políticas y prácticas de la formación docente Год публикации: 2015 Автор: María C. Arango Restrepo | Esther Corona-Vargas Организация-автор: UNESCO La Guía para la Igualdad de Género en las Políticas y Prácticas de la Formación Docente, ha sido concebida como una herramienta práctica para impulsar una cultura organizacional con perspectiva de género en los centros de formación docente. Su objetivo es fortalecer las capacidades de los formadores de docentes, directores y estudiantes de pedagogía para reconocer y modificar en sus prácticas cotidianas los elementos que alientan la desigualdad de género.Asimismo, la guía busca contribuir a una mayor comprensión conceptual de la perspectiva de género y sirve de ayuda para identificar necesidades y opciones de cambio en las políticas institucionales, planes, estrategias y prácticas, según las características particulares de cada contexto.Esta guía está estructurada en torno a algunos de los aspectos críticos de la formación docente y el desarrollo temático destaca, en cada caso, las cuestiones de género. Tiene una organización modular y los módulos pueden ser consultados individualmente para una formación específica según la necesidad o el interés particular en un determinado momento. Sin embargo, dada la interconexión entre los temas de género debe considerarse, también, una interrelación entre los diferentes módulos. 
Access to Information: A New Promise for Sustainable Development Год публикации: 2019 Организация-автор: UNESCO The central aim of this study is to unpack the major trends in the field of ATI laws and their implementation. In order to understand the trends, the report examines the activities of trendsetters. It focuses on awareness-raising by UNESCO, Member State recommendations in the Universal Periodic Review, the commitments of the Open Government Partnership, actions of civil society organizations, and the standard-setting activities of such regional intergovernmental organizations as the Council of Europe, the African Union and the Organization of American States. 
Reporting on Violence against Women and Girls: A Handbook for Journalists Год публикации: 2019 Автор: Anne-Marie Impe Организация-автор: UNESCO Ethical journalism is inseparable from fact-based journalism that seeks to promote gender equality in and through the media. This handbook aims to support media professionals in their coverage of the various types of violence against girls and women.It provides advice, benchmarks and resources to help journalists and reporters ensure quality media coverage that is accurate, regular, engaged and respectful of the fundamental principles of the profession.By adopting these principles, the media has the power to shed light on the extent and implications of violence against women and girls, and to inform victims about available resources for support. This can, in turn, influence public opinion and help stop violence against girls and women through collective awareness-raising of the human rights at stake.