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Replantear la educación: ¿Hacia un bien común mundial? Год публикации: 2015 Организация-автор: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Los cambios del mundo actual se caracterizan por niveles nuevos de complejidad y contradicción. Estos cambios generan tensiones para las que la educación tiene que preparar a los individuos y las comunidades, capacitándolos para adaptarse y responder. Esta publicación contribuye a replantear la educación y el aprendizaje en este contexto. Parte de una de las tareas principales que tiene encomendada la UNESCO como observatorio mundial de las transformaciones sociales y tiene como objetivo fomentar los debates públicos sobre políticas.Es una llamada al diálogo entre todos los interesados. Se inspira en una concepción humanista de la educación y el desarrollo, basada en el respeto a la vida y a la dignidad humana, la igualdad de derechos, la justicia social, la diversidad cultural, la solidaridad internacional y la responsabilidad compartida de un futuro sostenible. Éstos son los fundamentos de nuestra humanidad común. El presente libro ahonda en la visión que presentaban dos publicaciones memorables de la UNESCO: Aprender a ser: la educación del futuro (1972), el ‘Informe Faure’; y La educación encierra un tesoro (1996), el ‘Informe Delors’. 
Stopping violence in schools: a guide for teachers Год публикации: 2014 Организация-автор: UNESCO “Stopping Violence in Schools: A Guide for Teachers” examines various forms of violence that take place in schools, and offers practical suggestions as to what teachers can do to prevent them. Ten action areas are proposed, each with specific examples that teachers can adapt to address and prevent violence. Excerpts from relevant international normative instruments as well as a list of links to online resources for stopping violence in schools are annexed at the end of the book. En finir avec la violence à l'école: guide à l'intention des enseignants Год публикации: 2014 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) “Stopping Violence in Schools: A Guide for Teachers” examines various forms of violence that take place in schools, and offers practical suggestions as to what teachers can do to prevent them. Ten action areas are proposed, each with specific examples that teachers can adapt to address and prevent violence. Excerpts from relevant international normative instruments as well as a list of links to online resources for stopping violence in schools are annexed at the end of the book. Poner fin a la violencia en la escuela: guía para los docentes Год публикации: 2014 Организация-автор: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) “Stopping Violence in Schools: A Guide for Teachers” examines various forms of violence that take place in schools, and offers practical suggestions as to what teachers can do to prevent them. Ten action areas are proposed, each with specific examples that teachers can adapt to address and prevent violence. Excerpts from relevant international normative instruments as well as a list of links to online resources for stopping violence in schools are annexed at the end of the book. Как остановить насилие в школе. Пособие для учителей Год публикации: 2014 Организация-автор: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Пособие для учителей «Как остановить насилие в школе» — это вклад ЮНЕСКО в поддержку программы «Образование для всех» и объявленного ООН Международного десятилетия культуры мира и ненасилия в интересах детей планеты (2001–2011). Педагоги и учащиеся могут использовать это пособие для противостояния насилию в школе и его предотвращения. Школьное насилие чрезвычайно сложная проблема, и при ее решении необходимо учитывать самые разные факторы. Такой комплексный подход предполагает участие самих школьников; привлечение родителей, преподавателей и местных жителей; взаимосвязь политики, законодательства и практики; определение индикаторов насилия и следование принципам соблюдения прав человека с учетом их универсального характера и культурных традиций. 
Education for peace: planning for curriculum reform; guidelines for integrating an education for peace curriculum into education sector plans and policies Год публикации: 2015 Организация-автор: UNESCO | UNESCO International Bureau of Education (IBE) | UNESCO International Institute for Educational Planning (IIEP) This Resource and Development Capacity Package was developed based on the belief that, as part of a wider social, economic and political effort, education can play a significant role in a country’s peace-building efforts. Its purpose is to assist Member States in integrating or strengthening peace education programs in their national education systems to promote peace and prevent future conflict. UNESCO, IBE, and IIEP developed this resource within the framework of UNESCO’s Intersectoral Project, Promoting a culture of peace and nonviolence in Africa through education for peace and conflict prevention. The Package contains Technical Guidelines and Capacity Development training modules on policy, program design and curriculum planning to integrate peace and conflict prevention into all aspects of the education system. It is meant for curriculum developers and planners from Africa. The development of the package received the support of the UNESCO Addis-Ababa Office, which assisted in the testing of materials in Addis-Ababa (Ethiopia) and Yaounde (Cameroon).This resource will furthermore help to ensure that curricula, teaching and learning resources and teacher education are in line with the post-2015 vision of education for holistic development. This vision reconceptualises education in terms of global citizenship and responsibility by focusing on inclusion and social cohesion that is global in orientation. In this regard, Global Citizenship Education (GCED) seeks to empower learners with knowledge, skills, values and attitudes that are needed to forge more just and inclusive societies, capable of resolving existing conflicts and emerging global challenges. Éducation pour la paix: la planification de la réforme du curriculum; lignes directrices pour l'intégration d'un programme d'éducation pour la paix dans les plans et politiques du secteur éducatif Год публикации: 2015 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | UNESCO International Bureau of Education (IBE) | UNESCO International Institute for Educational Planning (IIEP) Cette trousse de ressources et de développement des capacités a été élaborée sur la base de la conviction que, dans le cadre d'un effort plus large social, économique et politique, l'éducation peut jouer un rôle important dans les efforts de consolidation de la paix d'un pays. Son but est d'aider les États membres à intégrer ou renforcer les programmes d'éducation à la paix dans leurs systèmes nationaux d'éducation pour promouvoir la paix et prévenir les conflits futurs. UNESCO, le BIE, et l'IIPE ont développé cette ressource dans le cadre du projet intersectoriel de l'UNESCO, Promouvoir une culture de la paix et de la non-violence en Afrique par l'éducation pour la paix et la prévention des conflits. Le paquet contient des directives techniques et des modules de formation de renforcement des capacités sur la politique, la conception des programmes et de la planification des programmes pour intégrer la paix et de prévention des conflits dans tous les aspects du système d'éducation. Il est destiné aux concepteurs de programmes et les planificateurs de l'Afrique. Le développement de l'emballage a reçu le soutien du Bureau d'Addis-Abeba de l'UNESCO, qui a participé à l'essai des matériaux à Addis-Abeba (Ethiopie) et Yaoundé (Cameroun).Cette ressource sera en outre aider à faire en sorte que les programmes, les ressources d'enseignement et d'apprentissage et la formation des enseignants sont en ligne avec la vision post-2015 de l'éducation pour le développement holistique. Cette vision reconceptualise l' éducation en termes de citoyenneté et de responsabilité globale en mettant l'accent sur l'inclusion et la cohésion sociale qui est mondiale dans l'orientation. À cet égard, Éducation à la Citoyenneté Mondiale (ECM) vise à habiliter les apprenants des connaissances, des compétences, des valeurs et des attitudes qui sont nécessaires pour forger des sociétés plus justes et inclusives, capables de résoudre les conflits existants et nouveaux défis mondiaux. 
Educación para la ciudadanía mundial: temas y objetivos de aprendizaje Год публикации: 2015 Организация-автор: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. 
Educação para a cidadania global: preparando alunos para os desafios do século XXI Год публикации: 2014 Организация-автор: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives. The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. 
A Decade of progress on education for sustainable development: reflections from the UNESCO Chairs Programme Год публикации: 2017 Автор: Michelsen, Gerd | Wells, Peter J. Организация-автор: 유네스코 The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCO’s work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organization’s mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in AichiNagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda.