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Odpowiedzi sektora edukacji na homofobiczna przemoc rówiesnicza Год публикации: 2014 Организация-автор: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 
Tajik cultural identity and multiculturalism Год публикации: 2014 Автор: Khamrokhon Zarifi The article is devoted to issues of history, cultural identity and the heritage of the Tajik people. The issues of preservation and continuity of cultural diversity, as well as the phenomenon of multiculturalism are discussed. 
Facing the facts: the case for comprehensive sexuality education Год публикации: 2019 Автор: Global Education Monitoring Report Team Организация-автор: UNESCO Comprehensive sexuality education is an essential part of a good quality education that helps prepare young people for a fulfilling life in a changing world. It improves sexual and reproductive health outcomes, promotes safe and gender equitable learning environments, and improves education access and achievement. This paper, produced jointly with the Section for Health and Education at UNESCO, discusses how governments can overcome social resistance and operational constraints to scale up these programmes as part of their commitment to SDG 4, the global education goal. Encarar los hechos: el caso de la educación integral en sexualidad Год публикации: 2019 Автор: Global Education Monitoring Report Team Организация-автор: UNESCO La educación integral en sexualidad forma parte esencial de una educación de buena calidad que ayude a preparar a las y los jóvenes para llevar una vida plena en un mundo en evolución. Dicha educación mejora la salud sexual y reproductiva, promueve entornos de aprendizaje seguros y equitativos en cuanto al género y favorece el acceso a la educación y el rendimiento escolar. En este documento, elaborado conjuntamente con la Sección de la Salud y la Educación de la UNESCO, se analiza cómo los gobiernos pueden superar la resistencia social y las limitaciones operativas para ampliar estos programas en el marco de su compromiso con el ODS 4, el objetivo mundial relativo a la educación. Regarder la réalité en face: pourquoi faut-il promouvoir l'éducation complète à la sexualité Год публикации: 2019 Автор: Global Education Monitoring Report Team Организация-автор: UNESCO L'éducation complète à la sexualité est un élément indispensable d'une éducation de qualité qui aide les jeunes à s'épanouir dans un monde en mutation. Elle améliore les résultats en matière de santé sexuelle et reproductive, crée les conditions d'un apprentissage sûr et équitable du point de vue du genre, élargit l'accès à l'éducation et améliore les résultats scolaires. Ce document d'orientation, préparé avec la section de la santé et de l'éducation de l'UNESCO, explique comment les gouvernements peuvent surmonter les résistances sociales et les contraintes opérationnelles pour amplifier ces programmes, conformément à leur engagement envers l'ODD 4, l'objectif mondial d'éducation. 
4th Meeting of the SDG-Education 2030 Steering Committee, Paris, 28 February-02 March 2018: meeting report Год публикации: 2018 Организация-автор: UNESCO This report summarizes the deliberations, the main recommendations adopted, and the decisions made at the 4th meeting of the SDG-Education 2030 Steering Committee (Paris, 28 February - 2 March 2018).The objectives of the meeting were: To define positions and recommendations of the SDG-Education 2030 Steering Committee on key strategic areas. To agree on a strategy for global review, monitoring and reporting process, in view of HLPF 2018 and the 2019 Reviews. To refine the advocacy, communication and outreach strategy of the SDG-Education 2030 Steering Committee To define next steps for the SDG-Education 2030 Steering Committee (next meeting, rotation of members, and the Global Education Meeting 2018). Quatrième Réunion du Comité directeur ODD-Education 2030, Paris, 28 février-02 mars 2018: rapport de la reunion Год публикации: 2018 Организация-автор: UNESCO Le présent rapport résume les débats qui ont eu lieu lors de la quatrième réunion du Comité directeur ODD – Éducation 2030 (Paris, 28 février – 2 mars 2018) et reprend les principales recommandations et décisions adoptées.La réunion s’était fixé les objectifs suivants : Définir les positions et les recommandations du Comité directeur ODD – Éducation 2030 dans des domaines stratégiques clés. Convenir d’une stratégie globale portant sur le processus d’examen, de suivi et d’établissement de rapports en vue de l’examen du HLPF 2018 et 2019. Affiner la stratégie du Comité directeur ODD – Éducation 2030 en matière de plaidoyer, de communication et de sensibilisation. Définir les prochaines étapes du Comité directeur ODD – Éducation 2030 (prochaine réunion, renouvellement des membres et Réunion mondiale sur l’éducation 2018). 
Making evaluation work for the achievement of SDG 4 target 5: equality and inclusion in Education Год публикации: 2019 Организация-автор: UNESCO The adoption of the Sustainable Development Goals (SDGs) and the Education 2030 Framework for Action has placed gender parity, equality and inclusion in education at the heart of the international development agenda and is specifically formulated in SDG 4 Target 5. Now, as never before, relevant and contextualised evidence, driven in part by robust evaluation data, is needed to track and strengthen progress on educational equity. To this end, a group of international organisations, led by UNESCO, have combined efforts to explore how their education evaluations can better support Member States to strengthen progress on gender parity, equality and inclusion in education. The following report synthesises evidence from publicly available independent evaluations from 13 organisations, highlighting evidence gaps and summarising ‘what works’ for whom and in what contexts for advancing gender equality and equity for vulnerable groups. The study also reports on responses to the synthesis from national stakeholders in five countries: Ghana, Guatemala, Lebanon, Nepal and Peru. The report culminates in a discussion and recommendations, which outline the need for greater coordination and collaboration in four key areas to further enhance the contribution of evaluations to global and country level progress on SDG 4 Target 5. 
[Video] We must act now - for people and our planet Год публикации: 2019 Организация-автор: UN. Department of Economic and Social Affairs (UN. DESA) The world is facing challenges of an unprecedented nature. A polarized political landscape, worrisome signs of a global economic slow-down, growing inequalities, conflicts and a global environmental crisis. The evidence is clear: we must act now. The international community has a brief window of opportunity to accelerate action, using the plan in place to achieve a positive outcome for everyone: the 2030 Agenda for Sustainable Development and its 17 transformative Sustainable Development Goals (SDGs). 
Be a buddy, not a bully: experiences of sexual and gender minority youth in Tamil Nadu schools Год публикации: 2019 Автор: Menon C. Sunil, Chakrapani. Venkatesan, Jadav. Sarita Организация-автор: UNESCO New Delhi We at UNESCO recognize that no country can achieve Sustainable Development Goal 4 - to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - if students are discriminated against or experience violence because of their actual or perceived sexual orientation and gender identity. This study conducted under the overall guidance of the School Education Department, Government of Tamil Nadu highlights our shared commitment to prevent and address bullying in educational institutions. We are confident that this report will be an effective tool for evidence based advocacy with school education departments and go a long way in promoting a comprehensive education sector response to SOGIE-based bullying, which includes enabling policy environments; inclusive curriculum and learning materials; professional development programmes for teachers and other school staff; support for learners including awarenessraising activities; and an overall school environment that is safe, nonviolent and that understands and appreciates diversity.