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Pour vivre ensemble: l'élaboration de nouvelles attitudes à la paix par l'éducation 出版年份: 1997 作者: Daniel S. Halpérin 机构作者: UNESCO International Bureau of Education (IBE) L'initiative «Pour vivre ensemble» est né lors d'une réunion en Février 1996 avec le professeur Emeritus Antoine Cuendet, un chirurgien pédiatrique, ancien doyen de la Faculté de médecine de l'Université de Genève et président de la Fondation de Genève pour la protection de la santé dans la guerre (ci-après Fondation de Genève). Sa fondation était en train d'essayer de mieux définir son champ d'action au sein du grand thème de «la santé et de la guerre», et d'identifier les domaines de recherche qui mériterait un soutien prioritaire. Nous avons convenu que, à un moment où les politiciens étaient entrés dans une ère de rétablissement de la paix au Moyen-Orient, la situation pourrait être appropriée pour les Palestiniens et les Israéliens à se lancer dans des projets de recherche conjoints. En particulier, un projet potentiellement fructueux pourrait consister à examiner les effets de long terme, les conflits prolongés, tels que celui sur la santé israélo-palestinien mental et social des enfants. On ne savait pas combien de leur anxiété, troubles psychosomatiques, agressivité, troubles du comportement ou des échecs scolaires peuvent être liés avec des conséquences directes ou indirectes du conflit. Quelles ont été les interventions ou les instruments qui peuvent contrebalancer, voire corriger ces problèmes? Y avait-il tout type d'un programme d'éducation, par exemple, qui pourrait être démontré pour être efficace dans la lutte contre les effets putatifs du conflit; et qui pourrait se révéler utile pour accélérer effectivement la guérison des traumatismes, tout en renforçant simultanément la construction de la paix? To live together: shaping new attitudes to peace through education 出版年份: 1997 作者: Daniel S. Halpérin 机构作者: UNESCO International Bureau of Education (IBE) The ‘To live together’ initiative was born at a meeting in February 1996 with Professor Emeritus Antoine Cuendet, a pediatric surgeon, former Dean of the Faculty of Medicine at Geneva University, and chairman of the Geneva Foundation to Protect Health in War (hereafter the Geneva Foundation). His foundation was in a process of trying to better define its scope of action within the large theme of ‘health and war’, and to identify areas of research that would deserve priority support. We agreed that, at a time when politicians had entered an era of peacemaking in the Middle-East, the situation might be suitable for Palestinians and Israelis to venture into joint research projects. In particular, a potentially fruitful project could be to examine the effects of long term, protracted conflicts-such as the Israeli-Palestinian one-on the mental and social health of children. Little was known about how much of their anxiety, psychosomatic complaints, agressivity, behavioural disorders or school failures may be linked with direct or indirect consequences of the conflict. What were the interventions or instruments that may counterbalance, or even correct such problems? Was there any kind of an educational programme, for instance, that might be demonstrated to be efficacious in counteracting those putative effects of the conflict; and that might prove of value in actually accelerating the healing of the traumatisms, while simultaneously strengthening the construction of peace? Repositionnement et reconceptualiser le programme d'études pour l'utilisation Efficace du Développement Durable Objectif Quatre, pour le développement holistique et modes de vie durables 出版年份: 2015 机构作者: UNESCO International Bureau of Education (IBE) Le but de ce document de travail est double, il est de repositionner curriculum au centre national et le dialogue mondial du développement et de mettre en évidence son pouvoir pour donner effet aux nationaux et aux états ambitieux mondiaux sur le rôle de l'éducation dans le développement holistique . Quand bien conçu et efficacement adopté, le curriculum détermine la qualité, l'inclusion et le développement-pertinence de l'éducation. Deuxièmement, il faut reconceptualiser programme comme une force fondamentale de l'intégration des systèmes d'éducation et comme un outil opérationnel pour donner effet aux politiques sur l'apprentissage continu. Curriculum conduit tous les aspects essentiels de l'éducation qui sont connus pour déterminer la qualité, l'inclusion et la pertinence tels que le contenu, l'apprentissage, l'enseignement, l'évaluation et l'enseignement et des environnements d'apprentissage entre autres. Son articulation horizontale et verticale, ainsi que son articulation dans tous les milieux d'apprentissage est ce qui donne effet aux politiques d'apprentissage continu. Ce document vise donc à repositionner programme comme un outil indispensable pour donner effet à ODD Objectif 4. Citizenship, identity and education: examining the public purposes of schools in an age of globalization 出版年份: 2006 作者: Fernando Reimers 机构作者: UNESCO International Bureau of Education (IBE) Educational institutions exist to achieve public purposes. One of those purposes is to develop citizenship. In the 21st century, citizenship includes global citizenship. In an era of globalization effective citizenship includes the knowledge, ability and disposition to engage peacefully and constructively across cultural differences for purposes of addressing personal and collective needs and of achieving sustainable human–environmental interactions, this requires internalizing global values. Addressing these challenges of globalization will require making citizenship education and the development of global values an explicit objective of efforts to improve quality throughout the world, critically examining theories and evidence about the effectiveness of various approaches to developing citizenship and global citizenship and supporting activities aligned with this public purpose. This public purpose should support the development of a political culture that fosters the rule of national and international law and respect of human rights, the development of understanding to support trade and economic and peaceful bilateral and international diplomacy as the preferred means to solve international disputes, the development of the capability to understand and address the serious environmental challenges facing humanity and to collaborate across national boundaries in the creation of sustainable forms of human–environmental interactions and in the development of the skills to promote rationality in deliberation and action, and to advance science and technology as means to improve human health and well-being. At present, however, many education systems and reforms are insufficiently focused on quality, or focus instead on a very narrow and self-referenced definition of quality. It is possible to educate people to understand and appreciate cultural differences and to understand and accept human rights in a framework of global values that includes compassion and caring, concern for others, respect and reciprocity. These values, dispositions, knowledge and skills can be developed in a range of institutions that societies have to pass on what they value to the young, and to re-create culture: families, religious institutions, the media, workplaces, political institutions and also schools. While there is no reason to assume that schools can be more effective in this task than any of these other institutions, they have greater potential to be aligned with transnational efforts to promote global civility. They are a public space, and consequently also a globally public space, in ways in which families and religious institutions are not. If schools actively engage in teaching hatred or intolerance, or if they fail to prepare students adequately for global civility, these failures can be noted by international institutions that can potentially mobilize resources to support national and local efforts to prepare students for global citizenship. There is not a similar network linking national and transnational institutions, public and private, governmental and non-governmental, that attends to the dynamics of families and other ‘‘private’’ spaces. Citoyenneté, identité et de l'éducation: l'examen des fins publiques des écoles à l'ère de la mondialisation 出版年份: 2006 作者: Fernando Reimers 机构作者: UNESCO International Bureau of Education (IBE) Les établissements d'enseignement existent pour parvenir à des fins publiques. L'un de ces objectifs est de développer la citoyenneté. Au 21e siècle, la citoyenneté comprend la citoyenneté mondiale. Dans une ère de mondialisation citoyenneté effective comprend les connaissances, la capacité et la disposition à engager pacifique et constructive entre les différences culturelles aux fins de répondre aux besoins personnels et collectifs et de réaliser des interactions humaines-environnementales durables, ce qui nécessite l'intériorisation des valeurs globales. Pour relever ces défis de la mondialisation, il faudra faire de l'éducation à la citoyenneté et le développement des valeurs mondiales un objectif explicite des efforts pour améliorer la qualité dans le monde entier, l'examen critique des théories et des preuves sur l'efficacité des différentes approches pour développer la citoyenneté et la citoyenneté mondiale et soutenir les activités alignées cet effet public. Cet objectif public devrait soutenir le développement d'une culture politique qui favorise la primauté du droit national et international et le respect des droits de l'homme, le développement de la compréhension pour soutenir le commerce et la diplomatie bilatérale et internationale économique et pacifique comme le moyen privilégié pour résoudre les conflits internationaux, le développement de la capacité à comprendre et à relever les défis environnementaux humanité face à de graves et de collaborer à travers les frontières nationales dans la création de formes durables d'interactions homme-environnement et dans le développement des compétences pour promouvoir la rationalité dans la délibération et de l'action, et de faire avancer la science et la technologie comme moyen d'améliorer la santé humaine et le bien-être. À l'heure actuelle, cependant, de nombreux systèmes d'éducation et les réformes ne sont pas suffisamment axées sur la qualité, ou se concentrent plutôt sur une définition très étroite et auto-référencé de la qualité. Il est possible d'éduquer les gens à comprendre et à apprécier les différences culturelles et à comprendre et à acept droits de l'homme dans un cadre de valeurs globales qui comprend la compassion et la compassion, le souci des autres, le respect et la réciprocité. Ces valeurs, les dispositions, les connaissances et les compétences peuvent être développées dans un éventail d'institutions que les sociétés doivent passer sur ce qu'ils apprécient le jeune, et de recréer la culture: les familles, les institutions religieuses, les médias, les milieux de travail, les institutions politiques et aussi écoles. Bien qu'il n'y ait aucune raison de supposer que les écoles peuvent être plus efficaces dans cette tâche que l'une de ces autres institutions, ils ont un plus grand potentiel pour être aligné avec les efforts transnationaux visant à promouvoir la civilité mondiale. Ils sont un espace public, et par conséquent aussi un espace public à l'échelle mondiale, dans les façons dont les familles et les institutions religieuses ne sont pas. Si les écoles participent activement à l'enseignement à la haine ou l'intolérance, ou si elles ne parviennent pas à préparer les étudiants de manière adéquate pour la civilité mondiale, ces échecs peuvent être notées par les institutions internationales qui peuvent potentiellement mobiliser des ressources pour soutenir les efforts nationaux et locaux pour préparer les élèves à la citoyenneté mondiale. Il n'y a pas un réseau similaire reliant les institutions nationales et transnationales, publiques et privées, gouvernementales et non-gouvernementales, qui assiste à la dynamique des familles et d'autres «espaces» «privés». 
Global Monitoring of Target 4.7: Themes in National Curriculum Frameworks; Background Paper Prepared for the 2016 Global Education Monitoring Report 出版年份: 2016 机构作者: UNESCO International Bureau of Education (IBE) This study is an initial attempt to monitor ESD and GCED content in curricula globally. The goal here is to analyse national curriculum documents to reveal if, how, and to what extent ESD and GCED content is present across the globe. For this purpose, the research team developed a coding scheme based on key ESD and GCED knowledge, skills, behaviours and pedagogies that was used in evaluating the various national curriculum documents for evidence of ESD and GCED content. In this paper, we present the study in the following order. Further explanation of ESD and GCED, and a discussion of issues relating to their implementation and monitoring will come first. Then we will review similar studies that have also attempted to monitor GCED and ESD through content analysis. The study’s methods and findings will then be presented, followed by a discussion of the challenges addressed in developing a coding system to monitor curricula effectively. Finally, we share a series of recommendations that will focus on ways for moving forward in monitoring GCED and ESD effectively, both at a curricular level and beyond. Aprender a vivir juntos: ¿hemos fracasado? Síntesis de las reflexiones y los aportes surgidos durante la 46a Conferencia Internacional de Educación de la UNESCO, Ginebra, 5-8 de septiembre de 2001 出版年份: 2003 机构作者: UNESCO International Bureau of Education (IBE) | UNESCO Brasilia The present book is based mainly on the work of the forty-sixth session of the International Conference on Education (ICE), organized by UNESCO’s International Bureau of Education (IBE) and held in Geneva from 5 to 8 September 2001. The theme of the conference was ‘Education for All for Learning to Live Together: Contents and Learning Strategies - Problems and Solutions’. Unless stated otherwise, the numerous quotations chosen to illustrate the points made in this book are from ICE documents and contributions. The Conclusions and Proposals for Action adopted by the 2001 ICE are provided in Chapter V.The ICE is the only regularly occurring event during which Ministers of Education from all over the world can meet. It therefore serves as a unique and highly appreciated international forum for high-level dialogue on educational issues and their policy implications.The 2001 ICE brought together over 600 participants from 127 countries, including in particular 80 Ministers and 10 Vice-Ministers of Education, as well as representatives of intergovernmental and non-governmental organizations. The themes of the 2001 ICE were, and still are, very relevant all over the world: those in charge of education have become well aware of the necessity and complexity of living together, as well as of the role and limits of education in this respect.The ICE was inspired by abundant literature dealing with the principle issues that participants debated, including: Preparatory reports;National reports presented by the Member States;Examples of initiatives and good practice (including those presented at the conference as video case studies);Messages from Ministers of Education attending the Conference;And contributions from the numerous researchers, experts, educationists and decision makers at all levels of education who also participated in the Netforum between April and August 2001.More information and opinions on the vast issue of Education for All for Learning to Live Together were added during the Conference itself, in the form of keynote addresses, presentations and debates during the two plenary sessions, six thematic workshops and the special session devoted to partnerships with civil society.The present book draws on this wealth of experience, research, opinions, ideas and visions of the future. It seeks to contribute to bringing the debate on Education for All for Learning to Live Together closer to actors of the global educational community. By setting out ins concise way the key issues and proposed actions, and illustrating them with concrete examples, numerous quotations and a number of questions, this book is intended particularly for teacher trainers, teachers themselves and their professional organizations, as well as for all actors in civil society who endeavour to improve the quality of education, to encourage dialogue and to foster in this way the capacity for living together.Neither a ‘conference report’ nor a scientific or academic work, this book is intended to be a sort of ‘gallery of photographs’ of the forty-sixth session of the ICE – its atmosphere of dialogue, the themes of its debates, and the first-hand descriptions and experiences exchanged. Far from prescribing norms or standards, it intends to share information, ideas and practices, rather like the ICE itself, in a spirit of exchange and dialogue. 
Personalized Learning within Teacher Education: A Framework and Guidelines 出版年份: 2020 机构作者: UNESCO International Bureau of Education (IBE) This paper explores the theoretical and practice elements that together inform the concept of personalised learning. These insights are then used to develop a Framework for Personalized Learning within Teacher Education. In addition, the final chapter outlines pedagogical strategies to support the development of personalised learning that were tested during the project within the participating universities.The Framework and Guidelines are intended for use by to teacher educators and their students, as well as by teachers and students in schools, to support the on‐going shift towards a personalised learning and collaborative paradigm which forefronts learner agency and autonomy and encourages learners of all ages to assume increased responsibility for their own learning and achievements. Repositioning and reconceptualizing the curriculum for the effective realization of Sustainable Development Goal Four, for holistic development and sustainable ways of living 出版年份: 2015 机构作者: UNESCO International Bureau of Education (IBE) The purpose of this discussion paper is two-fold, it is to reposition curriculum at the center of the national and the global development dialogue and to highlight its power to give effect to national and to global aspirational statements on the role of education in holistic development. When well designed and effectively enacted, curriculum determines the quality, inclusiveness and development-relevance of education.Second, is to reconceptualize curriculum as a fundamental force of integration of education systems and as an operational tool for giving effect to policies on lifelong learning. Curriculum leads all core aspects of education that are known to determine quality, inclusion, and relevance such as content, learning, teaching, assessment and the teaching and learning environments among others. Its horizontal and vertical articulation, as well as its articulation across learning settings is what gives effect to lifelong learning policies.This paper therefore seeks to reposition curriculum as an indispensable tool for giving effect to SDG Goal 4. 
Education for peace: planning for curriculum reform; guidelines for integrating an education for peace curriculum into education sector plans and policies 出版年份: 2015 机构作者: 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.