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Programme mondial en faveur de l’éducation aux droits de l’homme : Plan d’action ; Troisième phase 出版年份: 2017 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) Le plan d’action pour la troisième phase (2015-2019) du Programme mondial, qui a bénéficié de l’apport et des avis critiques d’experts et praticiens gouvernementaux et non gouvernementaux, propose une stratégie concrète et des idées pratiques pour poursuivre la mise en œuvre de l’éducation et de la formation aux droits de l’homme dans les secteurs susmentionnés au niveau national. Ses principaux éléments sont indiqués ci-dessous:L’éducation aux droits de l’homme dans les systèmes d’enseignement primaire, secondaire et supérieur, ainsi que la formation aux droits de l’homme des enseignants, des éducateurs, des fonctionnaires, des responsables de l’application des lois et du personnel militaire. Всемирная программа образования в области прав человека: План действий; Третий этап 出版年份: 2017 机构作者: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) В плане действий для третьего этапа (2015–2019 годы) Всемирной программы образования в области прав человека, в составление и обзор которого внесли свой вклад эксперты и специалисты-практики из правительственных и неправительственных органов, предложена конкретная стратегия и практические идеи по дальнейшему внедрению образования в области прав человека в вышеупомянутых секторах на национальном уровне. Ниже изложены его ключевые элементы. Образование в области прав человека в системах начальных и средних школ и высшего образования, а также подготовка в области прав человека для учителей и воспитателей, государственных служащих, сотрудников правоохранительных органов и военнослужащих. 
Multi-Stakeholder Approaches to Education for Sustainable Development in Local Communities: Towards Achieving the Sustainable Development Goals in Asia 出版年份: 2020 机构作者: UNESCO The idea for this publication first emerged from the ‘10th Asia-Pacific RCE Regional Meeting and Symposium on the Sustainable Development Goals: From Goals to Action’, held from 2 to 4 November 2017 at the India Habitat Centre in New Delhi, India. The case studies presented at the symposium became the basis for this publication.The cases presented in this publication show how RCEs create solutions that enable sustainable development practices in local communities by utilizing education, innovative learning methods and multi-stakeholder partnerships. Local stakeholders take ownership of the sustainability processes, consistently address the targeted SDGs, and demonstrate RCE contributions to the ESD for 2030 priority action areas – policy, education and training settings, educators, youth and community. 
UNESCO COVID-19 Education Response: How Many Students Are at Risk of Not Returning to School?; Advocacy paper 出版年份: 2020 机构作者: UNESCO UNESCO estimates that about 24 million learners, from pre-primary to university level, are at risk of not returning to school in 2020 following the education disruption due to COVID-19. Almost half of them are found in South and West Asia and sub-Saharan Africa. University students are affected the most, due to the costs related to their studies. Pre-primary education is the second most affected while at primary and secondary level 10.9 million students are at risk, 5.2 million of whom are girls. Socioeconomic factors are behind this risk, including the need to generate income, increased household and child caring responsibilities, early and forced marriage and/or unintended pregnancy in certain contexts or fear of resurgence of the virus. Those who did not have access to distance education during confinement are also at risk. This advocacy paper calls on Governments and other partners to increase investments and efforts to remove barriers to education and take the necessary legal and policy actions to make school environments more conducive to students’ learning and well-being. “These findings emphasize the need to proactively address all the drivers of educational exclusion and to strengthen the resilience of education systems in the face of this unprecedented crisis“, says Stefania Giannini, Assistant DirectorGeneral for Education at UNESCO. 
The CapED Programme: Annual Report 2019 出版年份: 2020 机构作者: UNESCO UNESCO is the United Nation’s specialized agency for education and is mandated to lead and coordinate progress towards Sustainable Development Goal 4 – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.The CapED Programme is central to delivering on this mandate through capacity development. It mobilizes UNESCO’s worldwide network of specialized Institutes and offices and works with partners to assist countries as they develop and implement national plans to deliver on SDG4 commitments.The Annual Report 2019 provides information on achievements and progress made in the 26 countries where CapED is operational. Programme CapED: rapport annuel 2019 出版年份: 2020 机构作者: UNESCO Institution spécialisée des Nations Unies pour l'éducation, l'UNESCO est chargée de conduire et de coordonner les efforts entrepris pour atteindre l'Objectif de développement durable 4 : « Assurer l'accès de tous à une éducation de qualité, sur un pied d'égalité, et promouvoir les possibilités d'apprentissage tout au long de la vie ».Le Programme CapED de développement des capacités pour l'éducation joue un rôle central dans l'exercice de ce mandat. Il mobilise le réseau mondial des instituts spécialisés et des bureaux de l'UNESCO et, en collaboration avec ses partenaires, aide les pays à élaborer et mettre en oeuvre leurs plans nationaux afin d'honorer les engagements qu'ils ont pris au titre de l'ODD 4.Le Rapport annuel 2019 met en lumière les résultats obtenus et les progrès accomplis dans les 26 pays où le Programme CapED intervient. 
Integrating Action for Climate Empowerment into Nationally Determined Contributions: A Short Guide for Countries 出版年份: 2020 机构作者: UNESCO In the framework of the 2020 review of Nationally Determined Contributions (NDCs) under the Paris Agreement, this guide aims to provide countries with advice on how to enhance ambition and address the six elements of ‘Action for Climate Empowerment’ (ACE) – Education, Training, Public Awareness, Public Access to Information, Public Participation and International Cooperation – in their respective NDCs.In five simple questions and answers, it provides suggestions for elements that can be integrated into the NDCs in order to make ACE an integral part of countries’ climate responses. The guide also shows why ACE is key to achieve the goals of the Paris Agreement and its greenhouse gas emission targets. 
Measuring Intercultural Dialogue: A Conceptual and Technical Framework 出版年份: 2020 作者: Ciara Aucoin | Euan Mackway-Jones | Marcel Smits 机构作者: UNESCO | Institute for Economics and Peace The challenges of addressing growing diversity have amply demonstrated that this vision is needed now more than ever. We all have much to gain from more open and connected societies yet misunderstanding, exclusion and discrimination continue to push identity and culture-based grievances towards conflict and violence, challenging the very foundations of sustainable and inclusive development.This report represents a first step in the UNESCO-IEP joint initiative to strengthen the evidence-base on dialogue for peace and development. Through mobilizing better data on effective dialogue, it is our sincere hope that policymakers and practitioners can better support meaningful and transformative dialogue, holistically supporting the aspirations of the 2030 Agenda. Through this, we hope to elevate dialogue as a connecting enabler of all pillars of UN action, accelerating progress towards the Sustainable Development Goals and making good on the promise of ‘leaving no one behind’. Mesurer le dialogue interculturel: cadre conceptuel et technique 出版年份: 2020 作者: Ciara Aucoin | Euan Mackway-Jones | Marcel Smits 机构作者: UNESCO | Institute for Economics and Peace Les défis rencontrés pour tenir compte de la diversité croissante ont amplement démontré que cette vision était plus que jamais nécessaire. Nous avons tous beaucoup à gagner de sociétés plus ouvertes et plus connectées, mais l’incompréhension, l’exclusion et la discrimination continuent de nourrir les griefs identitaires et culturels conduisant au conflit et à la violence, en remettant en question les fondements mêmes du développement durable et inclusif.Ce rapport représente une première étape dans l’initiative conjointe UNESCO-IEP visant à renforcer la base de données factuelles sur le dialogue pour la paix et le développement. En favorisant la collecte de données de meilleure qualité sur un dialogue efficace, nous espérons sincèrement que les décideurs politiques et les spécialistes pourront mieux soutenir un dialogue constructif et transformateur, afin d’appuyer de manière globale les objectifs du Programme 2030. Ainsi, nous espérons faire du dialogue un élément essentiel commun à tous les piliers de l’action des Nations Unies, afin d’accélérer les progrès vers la réalisation des objectifs de développement durable et de la promesse de « ne laisser personne de côté ». 
Building Back Equal: Girls Back to School Guide 出版年份: 2020 机构作者: UNESCO | United Nations Children's Fund (UNICEF) | Plan International | United Nations Girls' Education Initiative (UNGEI) | Malala Fund The guide provides targeted inputs to ensure continuity of learning during school closures, and comprehensive, timely and evidence-based plans for reopening schools in a way that is safe, gender-responsive and child-friendly, and meets the needs of the most marginalised girls. This guide emphasizes an approach to ‘build back equal’ through gender-responsive measures that transform education systems, prioritise resilience and address the key bottlenecks and barriers to girls’ education, including: Gender-responsive data and evidence to inform action, including data disaggregated by sex and gender-responsive monitoring to identify promising practices to promote gender equality. Policies, laws and plans to advance girls’ rights, including the removal of discriminatory practices that impede girls’ educational participation and completion, and ability to apply their learning. Sustained financing to achieve results, protecting education financing for girls’ education, alongside health, social protection and economy recovery initiatives with an equity lens.