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Report on the survey on the implementation of the road map for arts education Год публикации: 2010 Организация-автор: UNESCO The Road Map for Arts Education is a reference document that aims to explore the role of arts education in meeting the need for creativity and cultural awareness in the 21st Century, while placing emphasis on the strategies required to introduce or promote arts education in the learning environment. Within this conceptual framework, all UNESCO Member States interested in initiating or developing arts education practices can mould their own national policy guidelines, adapted to their socio-cultural specificities. With the Road Map, UNESCO advocates the essential role of arts education within societies, to create a common ground of understanding for all stakeholders. The development of the Road Map for Arts Education was a lengthy and comprehensive consultation process. The document was first elaborated by a group of experts and UNESCO, then presented at the First World Conference on Arts Education (Lisbon, 2006) and later revised and updated, following recommendations from NGOs and Member States. The Road Map was finally distributed to the UNESCO Member States in November 2007 in English and French and then translated into Spanish and Russian following popular demand. More than a year after this distribution, UNESCO launched a wide-ranging survey in order to assess the implementation of the Road Map in its 193 Member States. Through its National Commissions, the Organization relayed this document to Ministries of both Education and Culture. The aim of this exercise was threefold: to learn whether the Road Map was being applied and to what extent it was influencing policy decisions at national level; to act as a reminder of the importance of the UNESCO reference document and encourage its use; finally, to assess the situation of arts education in the responding countries. Thus, this survey not only acted as a catalyst for the implementation of the Road Map, but also provided precious knowledge on arts education around the world. The Member States’ responses also contributed greatly to the Second World Conference on Arts Education (Seoul, May 2010), inspiring one of its main themes and the topics for a number of workshops. They also encouraged a more integral participation of these States in the conference through preparatory consultations. 
Thinkpiece on education and conflict Год публикации: 2009 Автор: Lynn Davies Организация-автор: UNESCO This paper looks first at the learning sites generally (violent schools, schools as a weapon of war, curriculum and textbooks). It then focuses on specific groups in conflict – gender, language, refugees, child soldiers. Thirdly it discusses education policy and donor intervention; and finally talks of the role of research. All these overlap hugely. This is not a prescription for how the Global Monitoring Report should be structured, but identification of themes and lessons learned that seem the most significant. Pensez pièce sur l'éducation et les conflits Год публикации: 2009 Автор: Lynn Davies Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce document examine d'abord les sites d'apprentissage en général (écoles violentes, les écoles comme une arme de guerre, programmes et manuels). Elle se concentre ensuite sur des groupes spécifiques dans les conflits - le sexe, la langue, les réfugiés, les enfants soldats. Troisièmement, il discute de la politique de l'éducation et de l'intervention des bailleurs de fonds; et, enfin, parle du rôle de la recherche. Tous ces chevauchent énormément. Ce n'est pas une prescription pour la façon dont le rapport Suivi mondial devrait être structuré, mais l'identification des thèmes et des leçons apprises qui semblent les plus importants. 
Considerations on the follow-up of the United Nations International Year for the Rapprochement of Cultures with regard to implementation of the Kyiv Statement towards Mutual Understanding and Dialogue Год публикации: 2011 Организация-автор: UNESCO As one of the co-initiators of the International Year for the Rapprochement of Cultures, Ukraine proposed to initiate a general discussion regarding the protection of monuments and sites with religious or spiritual meaning (hereinafter referred to as religious2 and sacred3 properties) at the international level. This discussion was timely and in line with one of the four themes, selected to build an action plan for the Year in the fields of UNESCO’s competence, namely to promote reciprocal knowledge of cultural, ethnic, linguistic and religious diversity. 2. This initiative, having constituted one of the essential elements of the International Year of Rapprochement of Cultures, is aimed at enhancing protection and management of religious properties. It stems from the appeal of the Ukrainian authorities, launched at the 35th session of the UNESCO General Conference (2009), inviting all Member States to participate in the International Seminar “The Role of religious communities in the management of World Heritage properties” (2-5 November 2010). This announcement was welcomed by UNESCO within the framework of the Year. Numerous Member States expressing their support for the proposal designated representatives to participate in this Seminar. The elaboration of the Kyiv Statement (as one of the main outcomes of the Seminar) and its adoption in close cooperation with representatives of religious communities contributes to the creation of a culture of dialogue. Considérations sur le Suivi de l'Année Internationale du Rapprochement des Cultures Proclamée par les Nations Unies, Relatives à la mise en Oeuvre de la Déclaration de Kiev en vue de la Compréhension Mutuelle et du Dialogues Год публикации: 2011 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) En tant que l’un des co-initiateurs de l’Année internationale du rapprochement des cultures, l’Ukraine a proposé d’engager un débat général sur la protection des monuments et des sites possédant une signification religieuse ou spirituelle (ci-après désignés comme biens religieux2 et sacrés3) au niveau international. Ce débat intervenait en temps opportun et correspondait à l’un des quatre thèmes retenus pour l’élaboration d’un plan d’action pour l’Année dans les domaines de compétence de l’UNESCO, à savoir la promotion d’une connaissance réciproque de la diversité culturelle, ethnique, linguistique et religieuse. Stratégie de l'UNESCO pour la seconde moitié de la décennie de l'éducation au service du développement durable Год публикации: 2010 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The UNESCO Strategy for the Second Half of the United Nations (UN) Decade of Education for Sustainable Development (DESD) draws on the findings and lessons learnt from the first phase of the DESD monitoring and evaluation (M&E) process (as reflected in the 2009 DESD M&E report Learning for a Sustainable World: Review of Contexts and Structures for Education for Sustainable Development. It also builds on the UNESCO World Conference on ESD and the Bonn Declaration as well as on the outcomes of other key international ESD meetings. The Bonn Declaration gives particular emphasis to the importance of education for the global development agenda and underlines the essential contribution of ESD to shaping the purpose, content and quality of all education. The UNESCO strategy will be implemented in line with the International Implementation Scheme (IIS), which, along with the Bonn Declaration, will provide the global strategic framework for UNESCO and its DESD partners during the second half of the Decade. The Strategy takes into account key DESD regional challenges and opportunities. It is also shaped by the shared vision of education emerging from the four 2008-2009 UNESCO international education conferences: one of education systems that encourage equity and inclusion, quality learning, flexibility and innovation. While UNESCO puts highest emphasis on achieving Education for All (EFA), the Organization’s actions in education extend beyond this, to pay explicit attention to inclusion, social cohesion and social justice, to lifelong learning and to the crucial role of higher education and research. The overall goal of the UNESCO Strategy for the Second Half of the DESD is to support Member States and other stakeholders in addressing global sustainable development challenges at regional, national and global level through ESD, thus addressing the challenges of learning for bringing about a more sustainable world. ПЕРЕКЛИКАЮЩИЕСЯ ГОЛОСА: Десятая годовщина принятия Всеобщей декларации ЮНЕСКО о культурном разнообразии Год публикации: 2011 Организация-автор: Организация Объединенных Наций по вопросам образования, науки и культуры (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. أصداء، التنوع الثقافي: طريق نحو تحقيق التنمية؛ الذكرى السنوية العاشرة لإعتماد الإعلان العالمي لليونسكو بشأن التنوع الثقافي Год публикации: 2011 Организация-автор: منظمة الأمم المتحدة للتربية والعلم والثقافة (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. Décennie des Nations Unies pour L'Education au Service du Développement Durable (DEDD 2005-2014): les deux premières années Год публикации: 2007 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The implementation of the DESD has made considerable progress since its international launch in March 2005. Apart from regional and national launches, progress has been achieved in both institutional and programmatic areas at international, regional and national levels. The objective of this report is not solely to highlight and showcase to Member States all that has been achieved in the two years since the international launch. The report also takes stock of on-going UNESCO initiatives, established prior to the Decade, which are providing major contributions to the implementation of the DESD, and thus cannot be by-passed. Equally important are the recommendations to remedy problems in the implementation of the DESD and strengthen those measures that are working efficiently. Contemporary issues in human rights education Год публикации: 2011 Организация-автор: UNESCO The format of this publication presents the main strands concerning the role of human rights education as well as the key elements for its implementation. Each strand addresses current issues and challenges faced when incorporating a culture for human rights, also illustrating the collective importance of human rights education as a fundamental base for a peaceful and just society. Under each strand, a list of examples inspired by country initiatives is proposed.