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探索丰富的全球公民教育资源，深化理解，促进研究、倡导、教学与学习。
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Роль и ответственность ЮНЕСКО в реализации программ обучения основам глобальной гражданственности, в поощрении воспитания в духе мира и прав человека и в образовании в интересах устойчивого развития 出版年份: 2015 机构作者: Организация Объединенных Наций по вопросам образования, науки и культуры (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 دور اليونسكو ومسؤولياتها في وضع تعليم المواطَنة العالمية موضع التطبيق وتعزيز التعليم من أجل السلام وحقوق الإنسان والتعليم من أجل التنمية المستدامة 出版年份: 2015 机构作者: منظمة الأمم المتحدة للتربية والعلم والثقافة (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. Statuts du Prix UNESCO pour l'éducation des filles et des femmes (197 EX/17, 14 octobre 2015) 出版年份: 2016 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (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. 教科文组织在实施全球公民教育以及促进和平与人权教育和可持续发展教育中的作用和责任 出版年份: 2015 机构作者: 联合国教科文组织 (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 
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? 
Regional Consultation Meeting on SDG4-Education 2030: Europe and North America Region, Paris, 24-25 October 出版年份: 2016 机构作者: UNESCO Réunion de consultation régionale sur l'ODD 4: Education 2030, Etats d'Europe et d'Amérique du Nord, Paris, 24-25 octobre 2016 出版年份: 2016 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO)