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Enseñando y aprendiendo para una participación transformadora 出版年份: 2019 机构作者: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Si bien existe una extensa bibliografía sobre educación cívica y ciudadana, hay menos claridad acerca del significado del concepto de una "participación transformadora responsable" de jóvenes estudiantes en relación con la ECM y la EDS, en particular, los tipos de participación transformadora y la definición del término "responsable". Comprender mejor la relación entre la participación de los estudiantes y la educación puede contribuir a mejorar la definición de los conocimientos, aptitudes y competencias que las escuelas pueden enseñar, así como las maneras en que el papel de la educación puede variar según el contexto. En este sentido, el presente documento explora el significado de una "participación transformadora responsable", con miras a explicar el papel de la educación de formas que puedan reflejar la UNESCO y otros actores de la educación 
Her education, our future: snapshots of UNESCO's work 出版年份: 2019 机构作者: UNESCO This collection provides snapshots of some of UNESCO’s efforts to empower women and girls through education. It highlights core areas of work undertaken, as profiled on the next page. The aim is to give the reader a flavour of what it is that UNESCO, including its 53 field offices and specialized institutes, is doing to transform her education and our future. 
Capacity Develoment for Education: the CapED Programme at a glance 出版年份: 2019 机构作者: UNESCO Education has the power to transform lives and is at the heart of UNESCO’s mission to build peace, eradicate poverty and drive sustainable development. Right now, 750 million adults – two-thirds women – still lack basic literacy skills. Around 264 million children and youth are out of school and the international community must have almost 69 million new teachers to reach the 2030 education goals. These challenges can be tackled effectively through education reforms. However, these can only take place when countries have the capacities to put this change into action. As well as trained staff, countries need efficient organizational processes, functioning institutions and the tools and resources to design, implement and manage tailored education policies and plans. This is where the CapED Programme steps in. By mobilizing UNESCO’s global network, the Programme provides selected countries with a cohesive package of support. It works alongside stakeholders to reinforce national capacities to undertake evidence-based education reforms that fit into their national priorities and respond to SDG4 commitments, in order to offer quality education opportunities to all. 
Education transforms lives: empowering people and ensuring inclusiveness and equality 出版年份: 2019 机构作者: UNESCO This brochure compiles the main elements of progress on Sustainable Development Goal 4 (SDG 4) highlighted in the submission by UNESCO, on behalf of the SDG-Education 2030 Steering Committee, to the Office of the Under-Secretary-General, Department of Economic and Social Affairs (DESA) on the occasion of the High-level Political Forum (HLPF) 2019 - Empowering people and ensuring inclusiveness and equality. L'éducation transforme la vie: autonomiser les individus et assurer l'inclusion et l'égalité 出版年份: 2019 机构作者: UNESCO Cette brochure rassemble les principaux éléments des progrès accomplis dans la réalisation de l'objectif 4 du développement durable (ODD 4) mis en évidence dans la communicationprésentée par l'UNESCO, au nom du Comité directeur de l'ODD-Éducation 2030, au Bureau du Secrétaire général adjoint aux affaires économiques et sociales (DESA) à l'occasion du Forum politique de haut niveau (HLPF) 2019 –Donner aux populations les moyens d'agir et assurer l'intégration. La educación transforma vidas: empoderar a las personas y garantizar la inclusión y la igualdad 出版年份: 2019 机构作者: UNESCO Este folleto recopila los principales elementos de progreso en relación con el Objetivo de Desarrollo Sostenible 4 (ODS 4) destacados en la presentación de la UNESCO, en nombre del Comité Directivo del ODS-Educación 2030, a la Oficina del Secretario General Adjunto del Departamento de Asuntos Económicos y Sociales (DESA) con motivo del Foro Político de Alto Nivel (HLPF) 2019 - Empoderar a las personas y garantizar la inclusión y la igualdad. 
The Big conversation: handbook to address violence against women in and through the media 出版年份: 2019 机构作者: UNESCO This handbook provides guidance, tools and promising practices from countries across the globe for those working with and within media. It is our intention that this handbook provides entry points for accelerating progress towards gender equality in the systems and structures of organizations. We hope that it leverages what we know works in order to promote the values of diversity, equality and non-violence in the content that media produces. 
LES OUTILS DU PLURALISME CULTUREL 出版年份: 2015 机构作者: UNESCO Face aux formes persistantes de xénophobie et d’exclusion sociale, face aux actes spectaculaires d’intolérance dont nos sociétés peuvent être le théâtre, la Convention de l’UNESCO de 2005, par laquelle les États parties s’engagent à développer des politiques publiques pour la promotion et la protection de la diversité des expressions culturelles, s’avère plus que jamais actuelle : elle incite à mieux prendre en compte le rôle de la culture au profit du partage, du respect et de la reconnaissance de l’autre, au-delà des appartenances sociales et culturelles.A l’occasion du 10e anniversaire de la Convention de 2005 de l’UNESCO, désormais ratifiée par 138 États et l’Union européenne et dans le cadre de la Décennie internationale du rapprochement des cultures (2013-2022, ONU), la Commission nationale française pour l’UNESCO, en partenariat avec le Secrétariat de l’Organisation et avec le soutien du ministère français de la Culture et de la Communication, a organisé deux conférences internationales au siège de l’UNESCO.Première de ces deux conférences internationales, Les outils du pluralisme culturel, le vendredi 2 octobre 2015 à l’UNESCO, pendant la Semaine des Cultures Étrangères organisée par le Forum des Instituts Culturels Étrangers à Paris, a offert un état des lieux, à un niveau européen élargi, des initiatives de promotion de la diversité des expressions culturelles comme outils du vivre-ensemble. 
Indigenous peoples’ right to education 出版年份: 2019 机构作者: UNESCO This document follows a previous series of thematic mappings on the implementation of the right to education regarding specifically Girls’ and Women’s Right to Education, the Right to Education for Persons with Disabilities, and the Right to Education and the Teaching Profession. It compiles practical examples related to indigenous people’s right to education, extracted from reports submitted by Member States within the framework of the Ninth Consultation on the implementation of the 1960 Convention and Recommendation against Discrimination in Education. It is intended to serve as a practical tool for both information sharingandadvocacy. 
Review of UNESCO’s work on curriculum development 出版年份: 2019 机构作者: UNESCO In response to a request from the UNESCO Executive Board in Spring 2019, the UNESCO Internal Oversight Service (IOS) Evaluation Office has undertaken this Review to provide a mapping and analysis of UNESCO’s activities in curriculum; to provide an overview of the roles typically played by other national, regional and international actors in the field of curriculum, and to assess the demand for services from UNESCO Member States and donors in the area of curriculum. The review found that curriculum is widely considered as the foundational building block of the education system, resulting from a pedagogical and political consensus with regard to what is important in learning and why, according to both the learner’s needs and societal visions. In light of challenges of the 21st century and the need to strengthen the role of the humanities in a context dominated by technology and data, the redefinition of curriculum has become one of the main concerns of national education authorities around the world. It is also widely accepted that quality curricula can support the attainment of Sustainable Development Goal 4 (SDG 4). The review concluded that curriculum, particularly curriculum development and reform processes, should remain an area of UNESCO’s education programme as it addresses a clear need from Member States. As curriculum implies both technical and political dimensions, UNESCO can act as a neutral broker, to facilitate informed and inclusive policy dialogue. It also has a long-term tradition in facilitating complex curriculum processes in often difficult and sensitive contexts. In addition, UNESCO has the capacity to serve as a platform for international exchanges and comparative research, including through networks such as UNESCO Chairs, and coordinating knowledge hubs and communities of practice. To address curriculum with added value in the future, UNESCO should focus on providing methodological technical assistance, capacity development, standard-setting and policy advice to support the curriculum processes, products and competences in Member States while ensuring a coordinated and holistic perspective. Complementary to work on curriculum from a methodological point of view, thematic Sections at Headquarters should continue elaborating content on specific crosscutting topics. Looking to the future, the review recommends (i) maintaining a specialized category 1 institute as a lead entity on curriculum development; (ii) refining the offer of technical assistance and capacity development to Member States on curriculum development and reform; (iii) developing and maintaining a knowledge base of materials and a roster of experts on curriculum; (iv) providing a platform for policy dialogue and exchange of experience among Member States; and (v) systematizing the inclusion of curriculum in standard-setting and normative work.