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教育部门应对恐同欺凌 出版年份: 2013 机构作者: 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. 
这是我们的2015 教育回望#EduVerdict 你的呢？ 出版年份: 2015 机构作者: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. 
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 出版年份: 2015 机构作者: 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. 
联合国教科文组织女童和妇女教育奖 - 2017年 - 征集提名 出版年份: 2017 机构作者: 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. 
教科文组织在实施全球公民教育以及促进和平与人权教育和可持续发展教育中的作用和责任 出版年份: 2015 机构作者: UNESCO This document is an addendum to document 196 EX/32. This item was included in the provisional agenda of the 196th session of the Executive Board at the request of Austria and Italy 
教育造福 人类与地球：为全民创造可持续的未来, 2016 全球教育监测报告; 摘要 出版年份: 2016 机构作者: 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. 
全球教育监测报告2019：移徙、流离失所和教育：要搭建桥梁，不要筑起高墙 出版年份: 2018 机构作者: UNESCO | Global Education Monitoring Report Team 2019年《全球教育监测报告》结合各种形式的人口流动情况 （境内和跨境、自愿和强迫、寻找工作和求学深造），深入探讨 了移徙和流离失所问题在教育方面产生的影响。本报告还回顾了 《2030年可持续发展议程》的教育内容取得的进展。关于移民和难民问题的两项新的全球契约承认教育的作用，并依据 “不让任何一个人掉队”的全球承诺制定了目标。本报 告是这两份契约的重要工具包，其中涉及的政策问题包括以下方 面：季节性移徙者的教育；农村学校合并；跨文化课程；将难民 纳入国家教育系统并消除隔离；承认资历；着力解决学校资金问 题；提供更有成效的人道主义教育援助；培养教师学会应对各种 课堂情况。报告呼吁各国将教育作为管理移徙和流离失所问题的工具，并认识到教育为需要这项工具的国家带来了机会。 
Preventing Violent Extremism through Education: A guide for policy-makers 出版年份: 2017 机构作者: 联合国教科文组织 (UNESCO) 该出版物在如何处理暴力极端主义带来的具体挑战的问题上为教育领域人员（政策制定者、教师以及各类教育利益相关者）提供了技术性的指导。该指导手册特别旨在帮助教育相关教育部门的政策制定者从教育方面入手优先考虑、规划并采取有效的预防性的相关行动，为国家预防工作做出贡献。 
全球教育监测报告摘要 2020: 包容与教育; 覆盖全民，缺一不可 出版年份: 2020 机构作者: UNESCO | Global Education Monitoring Report Team 2020年《全球教育监测报告》分析了歧视弱势儿童、青年和成人、将 其排除在教育之外或是在教育领域内使其边缘化的社会、经济和文化机 制。各国承诺落实民众享有包容性教育的权利，并以此为鞭策，努力拓 展对于教育包容性的认识，将多样性作为教育系统的核心。然而，出于 良好意愿的法律和政策在实施过程中往往举步维艰。本报告发布于迈向 2030年目标的十年行动之初，仍在肆虐的2019冠状病毒病危机加剧了深 层次的不平等问题，报告认为对满足每名学习者需求的抵触，是对实现 全球教育目标的真正威胁。 
培养跨文化能力手册 : 故事圈 出版年份: 2020 作者: Darla K. Deardorff 机构作者: UNESCO 该文件详细介绍了用以培养跨文化能力的“故事圈”的方法，包括其使用的工具，操作方法等，同时包括了大量培训资源、案例素材与辅助材料。