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Thinkpiece on education and conflict 出版年份: 2009 作者: Lynn Davies 机构作者: UNESCO This paper looks first at the learning sites generally (violent schools, schools as a weapon of war, curriculum and textbooks). It then focuses on specific groups in conflict – gender, language, refugees, child soldiers. Thirdly it discusses education policy and donor intervention; and finally talks of the role of research. All these overlap hugely. This is not a prescription for how the Global Monitoring Report should be structured, but identification of themes and lessons learned that seem the most significant. Pensez pièce sur l'éducation et les conflits 出版年份: 2009 作者: Lynn Davies 机构作者: UNESCO Ce document examine d'abord les sites d'apprentissage en général (écoles violentes, les écoles comme une arme de guerre, programmes et manuels). Elle se concentre ensuite sur des groupes spécifiques dans les conflits - le sexe, la langue, les réfugiés, les enfants soldats. Troisièmement, il discute de la politique de l'éducation et de l'intervention des bailleurs de fonds; et, enfin, parle du rôle de la recherche. Tous ces chevauchent énormément. Ce n'est pas une prescription pour la façon dont le rapport Suivi mondial devrait être structuré, mais l'identification des thèmes et des leçons apprises qui semblent les plus importants. 
Textbooks pave the way to sustainable development (Policy paper 28) 出版年份: 2016 机构作者: UNESCO This paper’s focus on textbooks is directly related to the global indicator established for Target 4.7, which seeks to measure the extent to which global citizenship education and education for sustainable development, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments. Textbooks are related mostly to policy implementation and curricular intentions but also to teacher preparation and student assessment. Rapport mondial de suivi sur l'éducation: document d'orientation 出版年份: 2016 机构作者: UNESCO This paper’s focus on textbooks is directly related to the global indicator established for Target 4.7, which seeks to measure the extent to which global citizenship education and education for sustainable development, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments. Textbooks are related mostly to policy implementation and curricular intentions but also to teacher preparation and student assessment. Informe de seguimiento de la educatión en el mundo: documento de política 出版年份: 2016 机构作者: UNESCO This paper’s focus on textbooks is directly related to the global indicator established for Target 4.7, which seeks to measure the extent to which global citizenship education and education for sustainable development, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments. Textbooks are related mostly to policy implementation and curricular intentions but also to teacher preparation and student assessment. 
Peace: building sustainable peace and global citizenship through education;Global education monitoring report summary 2016 出版年份: 2017 机构作者: UNESCO The 2016 GEM Report, the first of a new 15-year series, shows that education will not deliver its full potential to catapult the world forward unless rates of improvement dramatically shift, and education systems consider sustainable development in the way services are delivered. This Peace: Building sustainable peace and global citizenship through education publication is a select extract from the full 2016 Global Education Monitoring (GEM) Report: Education for people and planet: Creating sustainable futures for all. It contains two chapters from that full Report – one on peace, political participation and access to justice and the other on education for global citizenship and sustainable development — , along with the associated policy recommendations and a short section of a recent GEM Report Policy Paper Textbooks pave the way to sustainable development. 
Fostering peaceful co-existence through analysis and revision of history curricula and textbooks in Southeast Europe: preliminary stocktaking report 出版年份: 2006 作者: Jean Damascène Gasanabo | Jade Maître 机构作者: UNESCO To accomplish this aim, the study reviews policies and processes for developing history curricula and producing history textbooks in ten participating countries: Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Greece, Romania, Montenegro, Serbia, Slovenia and The Former Yugoslav Republic of Macedonia (FYROM). The resulting report has been compiled for the dual purpose of (1) presenting a composite picture of the educational policies and practices in these countries with regard to history teaching and textbook production, distribution and use; (2) laying the groundwork for the development of national and/or sub-regional initiatives aimed at improving the processes currently in place. Favoriser la coexistence pacifique par l'analyse et la révision des programmes et manuels d'histoire en Europe du Sud-Est: rapport préliminaire d'inventaire 出版年份: 2006 作者: Jean Damascène Gasanabo | Jade Maître 机构作者: UNESCO Pour atteindre cet objectif, l'étude examine les politiques et les processus d'élaboration des programmes d'histoire et de la production de manuels d'histoire dans dix pays participants: Albanie, Bosnie-Herzégovine, Bulgarie, Croatie, Grèce, Roumanie, Monténégro, Serbie, Slovénie et l'ancienne République yougoslave de Macédoine (ARYM). Le rapport qui en résulte a été compilé dans le double but de (1) présentant une image composite des politiques et pratiques éducatives dans ces pays en ce qui concerne l'enseignement de l'histoire et de la production de manuels scolaires, la distribution et l'utilisation; (2) jeter les bases pour le développement d'initiatives nationales et / ou sous-régionaux visant à améliorer les processus actuellement en place. Etude comparative de manuels scolaires: document de travail dans le cadre du dialogue Euro-Arabe, rapport de synthèse 出版年份: 2015 作者: Jacqueline Costa-Lascoux | Janine d'Artois Pursuant to the Charter of the United Nations and the Constitution of UNESCO, calling for peace between peoples and respect for cultural diversity, several National Commissions for UNESCO have taken the initiative to create the conditions for a Euro-Arab dialogue in the field of education. The French and Moroccan National Commissions, in particular, have decided to launch studies to highlight stereotypes, misunderstandings and subliminal bias about Arab countries in European textbooks and about European countries in textbooks in the Arab world. First, these studies were conducted by researchers focusing on their own countries' textbooks in order to analyse how the history of the countries on "the other side of the Mediterranean" was represented. Second, a common methodology was developed to allow comoparative approaches favourable to Euro-Arab dialogue. This was to address any mutual bias or misrepresentations that may exist between the two regions and to work togehter to find ways of preventing and combating them. The originality of the approach was to conduct a critical analysis of textbooks published in each country and then underetake a comparative study to be used as the basis for common recommendations. Participants in this project initiated by the National Commissions defined three main objectives: 1. To strengthen dialogue, laying the foundations for learning to live together, based on mutual respect. 2. To help National Commissions for UNESCO, experts, institutions and non-governmental organizations (NGOs) to find ways to work together in areas of research of common interest. 3. To contribute to UNESCO's efforts to develop a stretegy relating to textbooks, to improve the quality of education for peace, human rights, mutual understanding and intercultural dialogue. دراسة مقارنة للكتب املدرسية وثيقة عمل في إطار الحوار األوروبي - العربي 出版年份: 2015 作者: Jacqueline Costa-Lascoux | Janine d'Artois Pursuant to the Charter of the United Nations and the Constitution of UNESCO, calling for peace between peoples and respect for cultural diversity, several National Commissions for UNESCO have taken the initiative to create the conditions for a Euro-Arab dialogue in the field of education. The French and Moroccan National Commissions, in particular, have decided to launch studies to highlight stereotypes, misunderstandings and subliminal bias about Arab countries in European textbooks and about European countries in textbooks in the Arab world. First, these studies were conducted by researchers focusing on their own countries' textbooks in order to analyse how the history of the countries on "the other side of the Mediterranean" was represented. Second, a common methodology was developed to allow comoparative approaches favourable to Euro-Arab dialogue. This was to address any mutual bias or misrepresentations that may exist between the two regions and to work togehter to find ways of preventing and combating them. The originality of the approach was to conduct a critical analysis of textbooks published in each country and then underetake a comparative study to be used as the basis for common recommendations. Participants in this project initiated by the National Commissions defined three main objectives: 1. To strengthen dialogue, laying the foundations for learning to live together, based on mutual respect. 2. To help National Commissions for UNESCO, experts, institutions and non-governmental organizations (NGOs) to find ways to work together in areas of research of common interest. 3. To contribute to UNESCO's efforts to develop a stretegy relating to textbooks, to improve the quality of education for peace, human rights, mutual understanding and intercultural dialogue.