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Preventing Violent Extremism through Education: A guide for policy-makers 出版年份: 2017 机构作者: UNESCO This publication offers technical guidance for education professionals (policy-makers, teachers and various education stakeholders) on how to address the concrete challenges posed by violent extremism. The Guide particularly aims to help policy-makers within ministries of education to prioritize, plan and implement effective preventive educationrelated actions, contributing to national prevention efforts. 
Towards the development of an international module for assessing learning in Global Citizenship Education (GCE) and Education for Sustainable Development (ESD): a critical review of current measurement strategies 出版年份: 2016 作者: Bryony Hoskins 机构作者: UNESCO The aim of the study is to support the development of an indicator for target 4.7 of the UN sustainable development goals (STG). The study provides a conceptual framework for measuring the competences from global citizenship education (GCE) and education for sustainable development (ESD) from a review of the literature and then an audit of the different aspects of these competences. The study establishes the extent that these competences can be measured using existing data. The results of this analysis show that most dimensions of GCE can to some extent be measured by the existing IEA ICCS 2009 and 2016 datasets and an outline of how this data can be used to develop an initial indicator or set of indicators for target 4.7 is given. However, in contrast, the study finds that existing data is much more limited on measuring ESD and the existing data does not provide enough coverage for indicator development at the moment. The study recommends that in order to provide a more comprehensive measure of both these competences it would be necessary to develop a new module on GCE and ESD. After considering the options, it is concluded that the most realistic option is for this module to be attached to the existing IEA ICCS survey. The study concludes that an indicator of all citizens across the whole world is probably unrealistic considering the challenges faced, but what could be achievable is an indicator covering some countries from each region from around the world. To make this a reality considerable political effort and search for funding would be required to engage new regions to the ICCS survey, for example, from Africa and the Middle East 
Developing a Monitoring Instrument to Measure Extracurricular and Non-formal Activities which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) 出版年份: 2016 作者: Bassel Akar 机构作者: UNESCO The goal on Education is 1 of 17 Sustainable Development Goals that comprises a target to ensure all learners around the world have an opportunity to develop the competencies to promote sustainable approaches to living, including appreciating of cultural diversity, non-violence, and gender equality. Extracurricular activities and non-formal education (ENA) provides a non-traditional space for learning global citizenship and sustainable development. Around the world, communities have organized education programs and activities for youth outside school to learn the values and practices of being global citizens. Research shows, however, that most efforts to review and improve ENA for global citizenship and sustainable development have focused on summative evaluations with little attention to formative approaches of monitoring. Drawing on basic principles of action research, sustainable professional development, and education quality enhancement, a monitoring framework emerges to support organizations around the world in measuring progress towards education for global citizenship and sustainable development. This framework also suggests (1) inclusive monitoring spaces like internal reviews and online social networking platforms, (2) roles of stakeholders like donor agencies in institutionalizing monitoring practices, (3) instruments and measurable scales to facilitate dialogues that review program objectives and action plans, and (4) challenges in inclusive and sustainable monitoring tools and approaches. 
Education for Global Citizenship Education & Sustainable Development: Content in Social Science Textbooks 出版年份: 2016 作者: Patrica Bromley | Julia Lerch | Jeremy Jimenez 机构作者: UNESCO In times of violence and egregious destruction of human lives and the natural world, our recognition of the need for education that promotes peace and justice becomes particularly pressing. This background report reviews the state of existing research and data on relevant sustainable development content in social science education in countries around the world. Specifically, it examines the extent to which textbook content could help learners acquire the knowledge, skills, and values needed to meet goal 4.7 of the United Nation’s Sustainable Development Goals: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” It reviews relevant literature and analyzes three cross-national, longitudinal databases containing information coded from textbook content to assess the current state of knowledge. The paper concludes by indicating where future research efforts are most needed, identifying geographic and substantive needs, and considering monitoring mechanisms that could encourage on-going evaluation and monitoring of textbook content. 
UNESCO's Role and Responsibilities in Implementing Global Citizenship Education and Promoting Peace and Human Rights Eudcation and Education for Sustainable Development 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 
Out in the Open: Education Sector Responses to Violence Based on Sexual Orientation or Gender Identity/Expression: Summary Report 出版年份: 2016 机构作者: UNESCO Violence in schools and other educational settings is a worldwide problem. Students who are perceived not to conform to prevailing sexual and gender norms, including those who are lesbian, gay, bisexual or transgender (LGBT), are more vulnerable. Violence based on sexual orientation and gender identity/expression, also referred to as homophobic and transphobic violence, is a form of school-related gender-based violence. It includes physical, sexual and psychological violence and bullying and, like other forms of school-related violence, can occur in classes, playgrounds, toilets and changing rooms, on the way to and from school and online. This report summarises the findings of a global review, commissioned by UNESCO, of homophobic and transphobic violence in schools and education sector responses. 
Statutes of the UNESCO Prize for Girls' and Women's Education (197 EX/47, October 2015) 出版年份: 2016 机构作者: UNESCO The purpose of the ‘UNESCO Prize for girls’ and women’s education’ is to reward the outstanding efforts of individuals, institutions, organizations or other entities engaged in activities promoting girls’ and women’s Education. The Prize would contribute to two Sustainable Development Goals (SDGs): “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Goal 4) and “Achieve gender equality and empower all women and girls” (Goal 5). The Prize would reward in particular activities that are innovative and/or have far-reaching sustainable impact. 
UNESCO Prize for Girls' and Women's Education, 2017 edition: call for nominations 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. 
Re|shaping Cultural Policies: Advancing Creativity for Development; 2005 Convention Global Report, 2018 出版年份: 2018 机构作者: UNESCO The Global Report series has been designed to monitor the implementation of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005). It also provides evidence of how this implementation process contributes to attaining the United Nations 2030 Sustainable Development Goals and targets.The 2018 Global Report analyses progress achieved in implementing the 2005 Convention since the first Global Report was published in 2015.Grounded in the analysis of the Quadrennial Periodic Reports submitted by Parties to the Convention and relevant new findings, this report examines how the 2005 Convention has inspired policy change at the global and country level in ten areas of monitoring. It puts forward a set of policy recommendations for the future, addressing the adaptation of cultural policies to rapid change in the digital environment, based on human rights and fundamental freedoms.When deployed together, the two editions of the Global Report are beginning to produce new and valuable evidence to inform cultural policy making and advance creativity for development. 
Education for 'Global Citizenship': A Framework for Discussion 出版年份: 2013 作者: Sobhi Tawil 机构作者: UNESCO The notion of ‘global citizenship’ has recently gained prominence in international development discourse with the recently-adopted United Nations Secretary-General’s Global Education First Initiative (2012). Among the three priority areas outlined in this global initiative, the third aims to ‘foster global citizenship’.The notion of ‘global citizenship’, however, remains very broad, if not contested, and consequently difficult to operationalize in education. There are two possible reasons for this. Firstly, it is unclear whether the very notion of ‘global citizenship’ is a metaphor, a contradiction of terms, or an oxymoron (Davies, 2006). Secondly, when applied to education, the notion of ‘global citizenship’ implies a certain degree of confusion. This paper discusses the following questions. What does ‘global citizenship’ possibly imply both from a legal perspective, as well as from that of collective identity, sense of belonging, and civic engagement? Is ‘global citizenship education’ (or ‘education for global citizenship’) merely an expression of a fundamental purpose of education systems? Does it also refer to a broad area of teaching and learning? If so, what are the contours of this domain? How does it relate to other often overlapping areas of learning associated with civic and political socialization?