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Recommandation sur l’éducation pour la paix, les droits de l’homme et le développement durable: un guide de mise en oeuvre 出版年份: 2025 机构作者: UNESCO Il n’y a pas de paix sans éducation. Face à la multiplication des conflits sur de nombreux fronts, jamais la nécessité d’une éducation transformée, orientée vers la construction et le maintien de la paix, n’a été aussi pressante. La Recommandation sur l’éducation pour la paix et les droits de l’homme, la compréhension internationale, la coopération, les libertés fondamentales, la citoyenneté mondiale et le développement durable, adoptée en 2023 par l’ensemble des 194 États membres de l’UNESCO, exprime une vision humaniste et transformatrice de l’éducation, capable de répondre aux défis actuels et futurs à la paix. Ces défis vont de la résurgence de conflits alimentés par les inégalités et injustices systémiques, à la montée et la diffusion des discours de haine, du racisme et de la discrimination – notamment en ligne – en passant par les effets négatifs des technologies numériques et la menace existentielle que constitue le changement climatique. L’UNESCO a élaboré le présent Guide comme le premier d’une série d’outils destinés à aider les États membres à comprendre et à mettre pleinement en œuvre la Recommandation de 2023. Le Guide développe son contenu, en intégrant la perspective transdisciplinaire de la Recommandation afin de relier concepts et enjeux clés. Il propose également des pistes concrètes et des ressources sélectionnées pour 2 milliards de personnes – un quart de l’humanité – vivent dans des zones touchées par des conflits l’action à différents niveaux et dans divers types d’éducation, tout en appelant à une approche multi-acteurs et à l’échelle de la société, qui inclut toutes et tous et s’appuie sur les efforts positifs déjà entrepris. Le Guide constitue une ressource collective opportune pour mettre pleinement en œuvre la Recommandation de 2023 et promouvoir une éducation véritablement transformatrice au service d’un monde plus juste et pacifique. 
UNESCO Prize for Global Citizenship Education 2025 Laureates 出版年份: 2025 机构作者: UNESCO The UNESCO Prize for Global Citizenship Education (GCED) provides an exceptional global platform to promote the visibility and recognition of projects and initiatives in the field of GCED from around the world.In its inaugural edition in 2025, the Prize honours a school project in the Amazon rainforest in Ecuador that guides children to become empathetic community leaders, and a youth-led non-governmental organization in the United Republic of Tanzania that involves youth nationwide in fora and festivals to promote peace and security. 
Prix UNESCO pour l’éducation à la citoyenneté mondiale : lauréats 2025 出版年份: 2025 机构作者: UNESCO Le Prix UNESCO pour l’éducation à la citoyenneté mondiale (ECM) offre une plateforme mondiale exceptionnelle pour promouvoir la visibilité et la reconnaissance des projets et initiatives dans le domaine de l’éducation à la citoyenneté mondiale à travers le monde.Pour sa première édition en 2025, le Prix récompense un projet scolaire mené dans la forêt amazonienne, en Équateur, qui aide les enfants à devenir des leaders communautaires empathiques, ainsi qu’une organisation non gouvernementale dirigée par des jeunes en République-Unie de Tanzanie, qui implique des jeunes de tout le pays dans des forums et des festivals visant à promouvoir la paix et la sécurité. 
Strategies to Counter Antisemitism: A Handbook for Educators 出版年份: 2025 机构作者: UNESCO Education is the first line of defence against hate and prejudice. By targeting the root causes of hate ideologies, deconstructing the stereotypes that underlie them from an early age, and promoting inclusive models, education is the keystone of a holistic approach to combating discrimination. Tackling antisemitism through education requires tailored content that addresses its complex, shifting and multilayered forms, both past and present.Acknowledging the topic’s complexity and the paucity of resources available to education stakeholders, this concise guide developed by UNESCO and funded by the European Commission aims to provide a roadmap for policymakers, curriculum developers and educators on current approaches and initiatives. It presents ten educational practices, each grounded in academic literature and illustrated by a promising educational initiative that operationalizes core pedagogical principles. The handbook is built around the three core learning domains which inform UNESCO’s approach to Global Citizenship Education: cognitive, socio-emotional, and behavioural learning.Conceived as an accessible operational guide for practitioners, this resource sets out to start a larger conversation about the needs of educators for tackling contemporary forms of antisemitism. It aims to encourage investments in high-quality empirical research that can pave the way for a better approach to combat antisemitism. 
The Representation of Jews, Judaism and Antisemitism in School Textbooks and Curricula in Europe 出版年份: 2025 机构作者: UNESCO Jewish communities have been integral to Europe’s social fabric for centuries, preserving rich religious and cultural traditions while facing recurring periods of exclusion, persecution, and resilience. School textbooks are important vantage points to understand how this history and heritage is represented, (de)constructed and embedded into a shared historical and cultural memory. They are also important practical tools used daily by students, teachers, and parents.This comprehensive research, carried out by UNESCO in collaboration with the Georg-Eckert-Institute and supported by funding from the European Commission, examines the ways in which Jewish culture, history, life, and anti-Jewish prejudice are represented in secondary school materials across eight European nations.The publication highlights opportunities within curricula to address Jewish experiences and antisemitism, reviews how these themes are incorporated into textbooks, and analyzes the narratives and portrayals that arise. The study also looks at the use of visual sources and assesses whether Jewish viewpoints and agency are sufficiently reflected. The findings highlight both recurring stereotypes and promising practices. By showcasing these contrasts, the study provides targeted recommendations to guide the creation of more inclusive educational materials. 
Global Education Monitoring Report 2024: Gender Report; Technology on Her Terms 出版年份: 2024 机构作者: UNESCO | Global Education Monitoring Report Team The 2024 Gender Report tells the increasingly positive story of girls’ education access, attainment and achievement, which is helping reverse decades of discrimination. But there is much more to say on gender equality in and through education. A companion to the 2023 GEM Report, this report looks at the interaction between education and technology with a gender lens. First, it looks at the impact of technology on girls’ education opportunities and outcomes. Although many instances are seen of radio, television and mobile phones providing a learning lifeline for girls, particularly in crisis contexts, gender divides exist globally in both access to technology and in digital skills, although the latter are smaller among youth compared to among adults. Biased social and cultural norms inhibit equitable access to and engagement with technology in and outside of school, with girls always left on the wrong side of the divide. While technology offers many girls opportunities to access important education content in safe environments, for instance on comprehensive sexuality education, technology in practice often exacerbates negative gender norms or stereotypes. Social media usage impacts learners’ and particularly girls’ well-being and self-esteem. The ease with which cyberbullying can be magnified through the use of online devices in the school environment is a cause of concern, as is the biased design of artificial intelligence algorithms. Second, the report looks into the role of education on the shape of future technological development. It shows that women struggle to pursue STEM careers, which manifests from an early age in the form of anxiety in mathematics and develops into a reluctance to study STEM subjects, ultimately resulting in a lack of women in the technology workforce. Women make up only 35% STEM graduates, and hold only a quarter of science, engineering and ICT jobs. Ensuring women participate on equal terms in shaping the world’s ongoing digital transformation will ensure that technology works for everyone and takes into consideration the needs of all humanity. 
Global Education Meeting: Fortaleza Declaration; Unlocking the Transformative Power of Education for Peaceful, Equitable and Sustainable Futures 出版年份: 2024 机构作者: UNESCO | Brazil. Ministry of Education The 2024 Global Education Meeting (GEM), held in Fortaleza, Brazil, marked a significant milestone in the global pursuit of education equity and financing, with the adoption of the powerful Fortaleza Declaration by over 650 participants including over 50 Ministers from across the globe. Reunión mundial sobre la educación: Declaración de Fortaleza; Aprovechar el poder transformador de la educación para forjar futuros pacíficos, equitativos y sostenibles 出版年份: 2024 机构作者: UNESCO | Brazil. Ministry of Education Este documento recoge la declaración de los ministros, los jefes y los miembros de las delegaciones nacionales, los representantes de los organismos de las Naciones Unidas, los asociados humanitarios y para el desarrollo, las organizaciones internacionales y regionales, las organizaciones de la sociedad civil, la profesión docente, los jóvenes y los estudiantes, el sector privado y las fundaciones, a partir de su participación en la Reunión Global sobre Educación (GEM) 2024, llevada a cabo los días 31 de octubre y 1° de noviembre. Esta reunión, organizada por la UNESCO y con sede en Brasil, tuvo el propósito de trazar la ruta para que la educación sea la prioridad de las naciones, las regiones y el mundo como un elemento clave para alcanzar todos los ODS, adoptando un enfoque integrado y de aprendizaje permanente, centrado en el fortalecimiento y la transformación de la educación. 
Assessment for Advocacy to Transform Communities, Programmes and Policies in the Global South 出版年份: 2024 机构作者: UNESCO | Global Education Monitoring Report Team | PAL Network This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024 Spotlight Report on basic education completion and foundational learning in Africa. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2024 Spotlight Report on basic education completion and foundational learning in Africa”. 
Pathways for Peace with Nature: Achieving Global Biodiversity Goals in UNESCO Designated Sites; Latin America and the Caribbean 出版年份: 2024 机构作者: UNESCO UNESCO designated sites in Latin America and the Caribbean harbour over 60% of the region’s mapped species richness, i.e. over 14,000 species of mammals, reptiles, amphibians, birds, and fishes. They are also important for strengthening culture and nature linkages. However, biodiversity in these sites is threatened by human pressures and climate change and countries should take urgent action to halt and reverse biodiversity loss.This publication provides a regional overview of the status and trends of species in UNESCO designated sites, as well as key information to facilitate dialogue among all stakeholders. Additionally, it promotes the development of effective actions aimed at achieving global biodiversity goals.