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Guidance and Toolkit for Impact Assessments in a World Heritage Context Год публикации: 2022 Автор: Sarah Court | Eugene Jo | Richard Mackay | Mizuki Murai | Riki Therivel Организация-автор: UNESCO | International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM) | International Council on Monuments and Sites (ICOMOS) | International Union for Conservation of Nature (IUCN) | Korea R. Cultural Heritage Administration As the World Heritage Convention celebrates its 50th anniversary in 2022, over 1100 sites around the world are recognized as World Heritage - places that are so valuable to humanity that there conservation has been deemed our collective responsibility. Yet many of these exceptional places face increasing pressure from diverse types of development projects within and around the sites. Assessing the impacts of such projects – before deciding to proceed with their implementation – is essential to both prevent damage to World Heritage and identify sustainable options.The Guidance and Toolkit for Impact Assessments in a World Heritage Context is the go-to reference that explains the process for achieving these goals. Offering practical tips and tools including checklists and a glossary, it provides a framework for conducting impact assessments for cultural and natural heritage sites.Developed by UNESCO and the Advisory Bodies to the World Heritage Committee, ICCROM, ICOMOS and IUCN, this Guidance and Toolkit fosters cross-sectoral, multidisciplinary collaboration to identify solutions for both protecting World Heritage sites and supporting good quality and appropriate development . States Parties to the World Heritage Convention, heritage managers, decision-makers, planners and developers are invited to use it to help realise our collective commitment to passing on our precious heritage to future generations. 세계유산 영향평가 지침서 Год публикации: 2023 Автор: Sarah Court | Eugene Jo | Richard Mackay | Mizuki Murai | Riki Therivel Организация-автор: 유네스코 | International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM) | International Council on Monuments and Sites (ICOMOS) | International Union for Conservation of Nature (IUCN) | Korea R. Cultural Heritage Administration 2022년 '세계유산협약'이 탄생 50주년을 맞았다. 그동안 전 세계적으로 1,100건이 넘는 곳이 세계유산으로 공인되어 그 가치를 보존하는 것이 인류 전체의 의무로 인식되고 있다. 그러나 많은 세계유산이 유산 안팎의 다양한 개발행위로 인해 위협받고 있다. 그러한 개발행위로 인한 유산의 훼손을 예방하고 지속가능한 대안을 찾기 위해서는 개발행위를 실행하기로 결정하기에 앞서 유산에 미칠 영향을 평가해야한다. 이러한 목적을 위해 편리하게 활용할 수 있도록 나온 안내서가 바로 본 '세계유산 영향평가 지침서(이하 '지침서')이다. 지침서는 실무에 바로 쓸 수 있도록 용어정의, 점검목록 등을 제안하며 문화유산과 자연유산의 영향평가에 모두 사용할 수 있다. UNESCO와 세계유산위원회의 자문기구인 ICCROM, ICOMOS와 ICUN이 개발한 이 지침서는 다양한 분야를 넘나드는 학제적 협력을 통해 세계유산보호와 고품질의 적절한 개발이라는 일석이조의 목적을 달성하는 대안을 찾기 위한 안내서이다. 세계유산협약의 당사국, 유산관리자, 계획정책 당국과 개발 사업자까지 본 지침서를 활용하여, 인류의 공동 사명인 소중한 유산을 후세에 전승하는데 기여해 주길 바란다. 
Building Strong Foundations: What to Teach for Foundational Education for Health and Well-being (Building Strong Foundations Brief; 2) Год публикации: 2024 Организация-автор: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building strong foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the second of four briefs. It is a go-to resource to better understand what makes a primary school curriculum effective in supporting health, well-being and learning. The brief provides practical tips and insights on integrating core thematic concepts for health and well-being into the curriculum, including concrete examples of learning objectives for lower primary and upper primary curricula. Whether a seasoned curriculum designer, a passionate educator or an individual involved in primary school curriculum processes, this brief equips readers with the tools to design impactful curricula for transformative learning, health and well-being. 
Building Strong Foundations: How to Include the Whole School in Foundational Education for Health and Well-being (Building Strong Foundations Brief; 3) Год публикации: 2024 Организация-автор: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building Strong Foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the third of four briefs. It explores how a whole-school approach to health and well-being in primary schools generates significant impacts on learners’ health, well-being and education. The brief shares practical guidance and case studies to distill six essential elements for an effective whole-school approach to health and well-being. 
Building Strong Foundations: How to Put Foundational Education for Health and Well-being into Practice (Building Strong Foundations Brief; 4) Год публикации: 2024 Организация-автор: UNESCO | United Nations Children's Fund (UNICEF) The African Union’s designation of 2024 as the Year of Education highlights the critical importance of education for equipping young Africans with the skills essential for their own and for the continent’s development. It is also a recognition of the multiple challenges ahead before every child can complete primary school having acquire the foundational skills that open the door for lifelong learning. Currently the out-of-school population is rising, one in five children do not complete primary school and, of those who do, only about one in five achieve minimum proficiency in reading and mathematics. African countries have set targets on primary completion and foundational learning but to effectively translate their ambitions into results, the 2024 Spotlight continental report emphasizes the importance of coherence between their curricula, textbooks, teacher guides and assessments. It evaluates the alignment of these policy documents with each other but also with a global standard of what students are expected to know and by when. It also assesses how these key documents are used in classrooms and what the implications are for children’s opportunities to learn. This report is the second in a series of three envisaged between 2022 and 2025, each covering some 12 countries of which a selection is examined in depth, in dialogue with education ministries and national stakeholders. The focus countries for this second Spotlight report cycle were Mauritania, Niger, South Africa, Uganda, and Zambia. The statistics and analysis presented in this publication aim to feed into the policy dialogue mechanism under the auspices of the African Union and its Continental Education Strategy for Africa. In particular, the Spotlight series aims to spark debate on foundational learning among African countries and encourage them to identify areas for joined action, given that they share a lot of policy challenges. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide; Highlights Год публикации: 2024 Организация-автор: UNESCO UNESCO’s policy guide unpacks social and emotional learning (SEL) as a broadening of the educational process, from a focus on cognitive aspects to a balance between cognitive, social and emotional, and behavioural dimensions of learning, putting forward initial action ideas to guide its systematic mainstreaming in education. It builds on and extends previous work undertaken by UNESCO on SEL from the perspective of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD), Building Strong Foundations for Health and Well-being Education, the Happy Schools Framework, and in multiple UNESCO Offices and Institutes. 
Solidarity as the Future of Education: Perspectives From the Ibero-American Experience of Service-Learning Год публикации: 2024 Автор: Elena Massat Организация-автор: UNESCO | Latin American Center for Service-Learning (CLAYSS) With this work we have proposed to put into dialogue the recent UNESCO document “Reimagining our futures together. A new social contract for education. Report of the international commission on the futures of education” with the theory and practice of service-learning in Ibero-America. We would like to show how UNESCO's proposal for education for the future can already be verified as a practice in many educational institutions in the region, which develop solidarity service-learning projects even in the most vulnerable contexts. In these experiences, solidarity ceases to be just learning content, to become an educational process, a pedagogy to learn to solve complex problems of reality, and to use the SDGs as a “curriculum” for the education of the future (UNESCO, 2022:54). These practices are deeply innovative, as the experts who comment on them point out, and we hope that they can be inspiring for many other educational institutions. La solidaridad como futuro de la educación: Perspectivas desde la experiencia iberoamericana del aprendizaje-servicio Год публикации: 2024 Автор: Elena Massat Организация-автор: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) | Latin American Center for Service-Learning (CLAYSS) Con esta obra nos hemos propuesto poner en diálogo el reciente documento de la UNESCO “Reimaginar juntos nuestros futuros. Un nuevo contrato social para la educación. Informe de la comisión internacional sobre los futuros de la educación.” con la teoría y práctica del aprendizaje-servicio en Iberoamérica. Quisiéramos evidenciar de qué manera la propuesta de educación para el futuro de UNESCO se puede ya verificar como práctica en muchas instituciones educativas de la región, que desarrollan proyectos de aprendizaje-servicio solidario aún en los contextos de mayor vulnerabilidad. En estas experiencias, la solidaridad deja de ser sólo contenido de aprendizaje, para transformarse en proceso educativo, en pedagogía para aprender a solucionar problemas complejos de la realidad, y usar a los ODS como “currículo” de la educación del futuro (UNESCO, 2022:54). Estas prácticas son profundamente innovadoras, como lo señalan los expertos que las comentan, y esperamos que puedan ser inspiradoras para muchas otras instituciones educativas. 
Countering Holocaust Denial and Distortion through Education: A Guide for Teachers Год публикации: 2025 Организация-автор: UNESCO Antisemitic hate speech, disinformation, and conspiracy theories thrive during crises, making it vital for teachers to address these issues in school curricula. Social media has significantly amplified the spread of such harmful content, including Holocaust denial and distortion. These falsehoods, rooted in antisemitic prejudice and conspiratorial thinking, threaten our shared historical memory and promote hatred. To effectively combat these issues, it is essential to have a comprehensive understanding of the Holocaust —how and why the genocide of the Jewish people occurred. This knowledge helps us recognize the causes and risk factors, contributing to the prevention of future atrocity crimes and the fight against antisemitism. In the digital age, it is also imperative to be able to decipher the manipulation of history, and the misrepresentation of the past.The guide provides teachers with the necessary tools and guidance to prevent the spread of Holocaust denial and distortion. It equips teachers with knowledge, teaching principles, and strategies to foster digital literacy, historical understanding, and critical thinking in learners. Aimed primarily at history and social sciences teachers, it outlines key concepts, teaching methods, and approaches to counter Holocaust denial and distortion. 
Countering Holocaust Denial and Distortion through Education: Lesson Activities for Secondary Education Год публикации: 2025 Организация-автор: UNESCO Adaptable lessons to foster critical thinking, empathy and tolerance Holocaust denial rejects historical facts outright, while distortion manipulates the narrative. Both phenomena undermine historical truth, fuel antisemitism, and attack democratic values. By addressing these issues, this set of lesson activities for secondary education seeks to build students’ resilience against falsehoods through fostering critical thinking, empathy, and global citizenship. It was developed by UNESCO and funded by the European Commission to equip educators with tools to confront the dangerous spread of Holocaust denial and distortion. With 12 engaging lessons, students aged 14 to 18 will explore the historical facts of the Holocaust while learning to critically evaluate misinformation in today’s digital world. From analyzing survivor testimonies to deconstructing harmful memes and conspiracy theories, this resource features 12 adaptable lessons that focus on historical literacy, media analysis, and social-emotional competencies. Topics range from identifying denial and distortion, evaluating media and online sources, analyzing primary evidence like survivor testimonies, and understanding the misuse of Holocaust history in memes and conspiracy theories. Activities are scaffolded with questions, examples, and practical exercises to encourage analytical skills and promote meaningful classroom discussions. The lessons also include suggestions for incorporating primary sources, visiting memorial sites, and addressing broader issues of genocide and hate. In doing so, the guide aims to not only preserve Holocaust memory but also strengthen the values of truth, empathy, and tolerance in younger generations.