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Better Life, Better Future: UNESCO Global Partnership for Girl's and Women's Education 出版年份: 2011 机构作者: UNESCO “Better Life, Better Future”, UNESCO’s global partnership for girls’ and women’s education, addresses two main areas requiring increased attention – secondary education and adult literacy. It will seek to introduce programmes aimed at stemming the dropout of adolescent girls in the transition from primary to secondary education and in lower secondary schools, as well as focus on scaling up women’s literacy programmes through stronger advocacy and partnerships. As a first step, and in complement to other United Nations initiatives, UNESCO has recently concluded several dynamic public and private partnerships, which stand to benefit marginalized girls and women in Africa and Asia. 
إعادة التفكير في التربية والتعليم: نحو صالح عام عالمي؟ 出版年份: 2015 机构作者: UNESCO ات، ّرات توتّد هذه التغيّولُات جديدة من التعقيد والتناقض. وتّتتسم تغيرات عالم اليوم بسويئا لها الأفراد والجماعات، من خلال تزويدهم بالمقدرة على ِّتهينتظر من التربية والتعليم أن ُيتي التعليم ّعمليف والاستجابة. وفي هذا السياق يسهم هذا المطبوع في النظر مجددا في ّالتكيم. إذ إنه يؤسس على دور رئيسي تؤديه اليونسكو، دور مرصد عالمي للتحولات الاجتماعية، ّوالتعلبهدف حفز نقاش السياسات العامة.م من رؤية إنسانية َمستلهل هذا المطبوع دعوة إلى الحوار بين جميع الجهات المعنية.فهو ّويمثللتعليم والتنمية، مبنية على احترام الحياة وكرامة الإنسان، وعلى التساوي في الحقوق، والعدالة الاجتماعية، والتنوع الثقافي، والتضامن الدولي، والتشارك في المسؤولية من أجل مستقبل مها مطبوعا ّقدد الرؤية التي ّمستدام. تلك هي أساسيات إنسانيتنا المشتركة. إن هذه الوثيقة تؤيم: ذلك ّ، «تقرير فور»؛ و التعل(١97٢)ًوغدام لتكون: عالم التربية اليوم ّمان: تعلَلْاليونسكو المع، «تقرير ديلور».(١996)الكنز المكنو. 
Rethinking Education: Towards a Global Common Good? 出版年份: 2015 机构作者: UNESCO The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate.It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’. 
التقرير العالمي لرصد التعليم ٢٠١٦ - التعليم من أجل الناس والكوكب: بناء مستقبل مستدام للجميع 出版年份: 2016 机构作者: UNESCO | Global Education Monitoring Report Team يستند هذا التقرير العالمي لرصد التعليم الذي أصدرته اليونسكو إلى تجربة وخبرة التقارير العالمية السابقة لرصد التعليم للجميع، كما تناط به مهمة جديدة وهي تقييم التقدم الذي يحرزه التعليم في إطار جدول أعمال 2030. وهذا التقرير العالمي لرصد التعليم لعام 2016، وهو الأول من هذه السلسلة التي ستتواصل على مدى 15 عاماً، يستكشف العلاقة المعقدة بين التعليم والجوانب الأخرى للتنمية المستدامة، إلى جانب رصد الآثار المترتبة على الهدف 4 للتنمية المستدامة. ويبين أن التعليم لن يجود بكامل إمكاناته لدفع العالم إلى الأمام ما لم تتحسن معدلات الالتحاق بالمدارس تحسُّناً كبيراً، ويصبح التعلم عملية متواصلة مدى الحياة، وتتماهى نُظم التعليم تماماً مع التنمية المستدامة. 
Образование для всех 2000-2015 гг.: достижения и вызовы, всемирный доклад по мониторингу ОДВ, 2015 г., резюме 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. 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. 
[Video] Second UNESCO Forum on Global Citizenship Education 出版年份: 2015 机构作者: UNESCO Highlights of the Second UNESCO Forum on Global Citizenship Education (GCED) Building peaceful and sustainable societies: preparing for post-2015 (28-30 January 2015,UNESCO HQ, Paris). The Forum was organized by the Division for Teaching, Learning and Content, Education Sector, UNESCO, with the support of Austria, the Sultanate of Oman and the Republic of Korea, and the UN Secretary-General’s Global Education First Initiative (GEFI). 
UNESCO: Promise of Gender Equality; Key Actions of 2018 and 2019 出版年份: 2020 机构作者: UNESCO This is the first UNESCO Annual Report on Gender Equality that highlights the key initiatives implemented in 2018-2019. The advancement of gender equality through education, the sciences, culture, information and communication, at the heart of UNESCO’s mandate, aims to equip both women and men to address the challenges of sustainable development in a fast-changing world. UNESCO: La Promesse de l’Egalité des genres; Actions clés de 2018 - 2019 出版年份: 2020 机构作者: UNESCO Ceci est le premier rapport annuel de l’UNESCO sur l’égalité des genres qui met en lumière quelques-unes des initiatives clés mises en place en 2018 - 2019. Les progrès en matière d’égalité des genres par l’éducation, les sciences, la culture, l’information et la communication, au cœur des activités de l’UNESCO, visent à donner aux femmes et aux hommes les moyens de relever les défis du développement durable dans un monde en perpétuelle mutation. 
Teacher’s Guide for Culture and Arts Activities in Schools 出版年份: 2019 作者: Beatrice Polato | Xavier Verhoest 机构作者: Comitato Internazionale per lo Sviluppo dei Popoli (CISP) | European Union (EU) | UNESCO | UK aid This guide was designed as a curriculum to be used by teachers and mentors who facilitate modules and sessions aiming at involving school children in the study of cultural heritage, peace, inclusion and gender equity through artistic expressions. It has been tested and used by teachers in 24 schools in Somalia between 2018 and 2019, involving a total of 48 teachers and about 700 children. It contains text in Somali for activities.