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Contributing to peace and human development in an era of globalization Год публикации: 2002 Организация-автор: UNESCO The Medium-Term Strategy (2002-2007) for the countries of the Africa region is an essential programme axis of UNESCO’s new decentralization policy. It forms an integral part of the Organization’s overall strategic objectives defined by the Member States in the UNESCO MediumTerm Strategy for 2002-2007 (31 C/4), which aims to contribute to peace and human development through education, the sciences, culture and communication. 
Other lang. title: L'Education pour tous 2000-2015: progrès et enjeux, rapport mondial de suivi sur l'EPT, 2015, résumé; La Educación para Todos, 2000-2015: logros y desafíos, informe de seguimiento de la EPT en el mundo, 2015, resumen Год публикации: 2015 Организация-автор: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. Образование для всех 2000-2015 гг.: достижения и вызовы, всемирный доклад по мониторингу ОДВ, 2015 г., резюме Год публикации: 2015 Организация-автор: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 2000－2015年 全民教育： 成就与挑战; 全民教育 全球监测报告, 2015; 摘 要 Год публикации: 2015 Организация-автор: 联合国教科文组织 (UNESCO) At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 
Non-formal and Informal Programs and Activities that Promote the Acquisition of Knowledge and Skills in Areas of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) Год публикации: 2016 Автор: Ashley Stepanek Lockhart Организация-автор: UNESCO This study will examine the nature of, and how, non-formal and informal programs and activities contribute to the acquisition of knowledge and skills for children, adolescents, youth and adults in precise areas of Target 4.7. This will be done by highlighting different definitions, conceptual approaches and history, along with policies of GCED and ESD and non-formal education and informal learning, comparing attempts to operationalize GCED and ESD to indicators for measurement and monitoring and challenges therein, and by identifying relevant sample programs and activities from around the world to analyze and consider using as data sources. How non-formal and informal provision related to GCED and ESD links to formal education will be considered, along with its connection to the larger notion of lifelong learning. 
Prix UNESCO pour l'éducation des filles et des femmes, édition 2017: appel à candidatures Год публикации: 2017 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The UNESCO Prize for Girls’ and Women’s Education rewards innovative, outstanding projects advancing girls’ and women’s education. It contributes to Sustainable Development Goals 4 on education, and 5 on gender equality and girls’ and women’s empowerment. Premio UNESCO de educación de las niñas y las mujeres, edición de 2017: solicitud de candidaturas Год публикации: 2017 Организация-автор: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) The UNESCO Prize for Girls’ and Women’s Education rewards innovative, outstanding projects advancing girls’ and women’s education. It contributes to Sustainable Development Goals 4 on education, and 5 on gender equality and girls’ and women’s empowerment. Прием заявок в номинации Конкурс 2017. ПРЕМИЯ ЮНЕСКО ЗА ДОСТИЖЕНИЯ В ОБЛАСТИ ОБРАЗОВАНИЯ ДЕВОЧЕК И ЖЕНЩИН Год публикации: 2017 Организация-автор: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) The UNESCO Prize for Girls’ and Women’s Education rewards innovative, outstanding projects advancing girls’ and women’s education. It contributes to Sustainable Development Goals 4 on education, and 5 on gender equality and girls’ and women’s empowerment. 联合国教科文组织女童和妇女教育奖 - 2017年 - 征集提名 Год публикации: 2017 Организация-автор: 联合国教科文组织 (UNESCO) The UNESCO Prize for Girls’ and Women’s Education rewards innovative, outstanding projects advancing girls’ and women’s education. It contributes to Sustainable Development Goals 4 on education, and 5 on gender equality and girls’ and women’s empowerment. 
L'Education pour les peuples et la planète: créer des avenirs durables pour tous, résumé du rapport mondial de suivi sur l'éducation, 2016 Год публикации: 2016 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them. These facts are spelled out in exquisite and unusual detail throughout the report. Yet the report also emphasizes the remarkable gaps between where the world stands today on education and where it has promised to arrive as of 2030.