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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. 
Envisioning education beyond 2015: Asia-Pacific regional perspectives; final report 出版年份: 2014 机构作者: UNESCO Bangkok This report provides a thorough account of the discussions and deliberations that led to the construction of the Asia-Pacific Statement on Education Beyond 2015 (Bangkok Statement), the outcome document of this historic event. Participants reviewed in fine detail EFA progress across the Asia-Pacific region and debated key thematic areas of basic education, skills and competencies, global citizenship education, education for sustainable development, teachers, governance and finance. Participants also looked into implementation strategies, and education ministers from across the region shared their views on remaining challenges, future priorities and strategies for education beyond 2015. Envisager l'éducation au-delà de 2015: Perspectives Régionales Asie-Pacifique; rapport final 出版年份: 2014 机构作者: UNESCO Bangkok Ce rapport fournit un compte rendu détaillé des discussions et délibérations qui ont conduit à la construction de la Déclaration de l'Asie-Pacifique sur l'éducation Au-delà de 2015 (Déclaration de Bangkok), le document final de cet événement historique. Les participants ont examiné en cours détail EPT bien dans toute la région Asie-Pacifique et ont débattu des domaines thématiques clés de l'éducation de base, les compétences et les compétences, l'éducation à la citoyenneté mondiale, l'éducation pour le développement durable, les enseignants, la gouvernance et les finances. Les participants ont également examiné les stratégies de mise en œuvre, et les ministres de l'éducation de toute la région ont partagé leurs points de vue sur les défis restant à relever, des priorités et des stratégies futures pour l'éducation au-delà de 2015. 
I'd blush if I could: closing gender divides in digital skills through education 出版年份: 2019 作者: Mark West | Rebecca Kraut | Han Ei Chew 机构作者: UNESCO | EQUALS Skills Coalition This publication seeks to expose some of these biases and put forward ideas to begin closing a digital skills gender gap that is, in most parts of the world, wide and growing. Today, women and girls are 25 per cent less likely than men to know how to leverage digital technology for basic purposes, 4 times less likely to know how to programme computers and 13 times less likely to file for a technology patent. Ata moment when every sector is becoming a technology sector, these gaps should make policy-makers, educators and everyday citizens ‘blush’ in alarm. The publication explains the role gender-responsive education can play to help reset gendered views of technology and ensure equality for women and girls. This publication was prepared by UNESCO for the EQUALS Skills Coalition, one of three coalitions that comprise the EQUALS partnership. EQUALS is a global partnership of governments and organizations dedicated topromoting gender balance in the technology sector by championing equality of access, skills and leadership for women and men alike. The Skills Coalition, Access Coalition, Leadership Coalition and a transversal Research Group release knowledge products periodically, organize competitions and funds, and take actions in countries and internationally to advance EQUALS’smission. The German Federal Ministry for Economic Cooperation and Development (BMZ) generously supported this publication financially and co-leads the EQUALS Skills Coalition with UNESCO. A dedicated working group composed of digital skills and gender experts guided the development of the content. 
Integrating education for sustainable development (ESD) in teacher education in South-East Asia: a guide for teacher educators 出版年份: 2018 机构作者: UNESCO Bangkok This publication is a cumulative output of the project Sustainability Begins with Teachers in South-East Asia, implemented by UNESCO Bangkok, in cooperation with SEAMEO from 2017 to 2018, with the generous support of the Government of Japan. The initial content was developed together with the representatives of the universities and teacher education institutions who participated in the South-East Asia Sub-Regional Workshop on Education for Sustainable Development for Teacher Education Institutions, held from 5 to 9 June 2017 in Chiang Rai, Thailand. Content has since been enhanced through the sharing of knowledge and experiences gathered from a series of in-country workshops held in Cebu, Philippines; Luang Prabang, Lao PDR; Kampot, Cambodia; Bangkok, Thailand; and Yogyakarta, Indonesia. This culminated in a project review workshop in Bangkok from 24 to 26 April 2018 in which different in-country experiences were shared and comments on the guidebook collected. Twenty-six universities and teacher education institutions have taken part in the project process in total. This guidebook is a result of this collaborative journey. 
The Mandate of UNESCO for Peace in the era of 「The Rise of Exclusionism」 出版年份: 2019 作者: 한경구 | 유성상 | 성지은 | 조동준 | 강인욱 | 김성해 | 루츠 묄러 | 최동주 机构作者: 대한민국 외교부 | 유네스코한국위원회 Multilateralism has gradually been losing ground in the international community recently, owing to rapid changes in ideology, exemplified by the America First policy, Brexit, and the rise of many right wing parties. The growth of such ideologies in the hearts and minds of people, implies that diplomacy, a form of high politics between government bureaucrats, is no longer sufficient to guard the current order.To respond to this challenge, the United Nations, the greatest symbol of postwar multilateralism, has set the reaffirmation of the UN‟s values worldwide as one of its priorities for 2019. UNESCO has a leading role to play in leading this effort, as the UN specialist organization mandated to build the defenses of peace in the minds of men and women through intellectual cooperation in the field of education, science, and culture. The aim of this session is to discuss various ways in which UNESCO can help to heal the divisions in people‟s thinking and contribute to peace-building in the current global context. 배타주의 확산 시대에 있어 평화를 향한 유네스코의 역할 (2019 제주포럼 유네스코 세션) 出版年份: 2019 作者: 한경구 | 유성상 | 성지은 | 조동준 | 강인욱 | 김성해 | 루츠 묄러 | 최동주 机构作者: 대한민국 외교부 | 유네스코한국위원회 최근 국제사회는 미국우선주의, 브렉시트, 극우정당의 부상 등 여러 급격한 변화로 인해 2 차 대전 이후 70 여 년간 다져온 다자주의 기반을 조금씩 잃어가고 있다. 사람들의 마음속에서부터 시작되는 이러한 현상은 국가 간 외교라는 „상위정치‟만으로는 다자주의를 지키기 힘든 시대가 왔음을 의미하기도 한다. 이러한 가운데 현 다자주의 체제의 상징인 UN 은 금년 중점과제 중 하나로 “전세계적인 UN 가치 강화”를 내걸었다. UN 기구 중 교육과학문화의 지적 협력을 통해 인간의 마음에 평화의 방벽을 세우는 것을 사명으로 하는 UNESCO 를 통해 인류의 마음 속 갈등과 분열을 치유하고 평화로 나아가기 위한 여러 구체적인 방안을 고민해보고자 한다. Quality Adult Education Benchmarks for Indigeneous Education 出版年份: 2011 作者: Sandra L. Morrison | Timote Vaioleti 机构作者: Asia South Pacific Association for Basic and Adult Education (ASPBAE) In November 2010, in Indonesia, Asia South Pacific Association for Basic and Adult Education(ASPBAE) brought together a number of educators from across its region to discuss benchmarking quality adult education for indigenous peoples. Educators came from across the ASPBAE region including the Philippines, India, Nepal, New Zealand, Australia, Thailand, Indonesia and Uzbekistan to share experiences and to build a collective understanding of what constitutes a good quality adult education program for indigenous peoples. Discussions were informed by a broader ASPBAE Quality Adult Education Framework, which had its origins in discussions held in 2009. The Core of the Framework is grounded on ASPBAE’s commitment to education as a right, adult education for transformation, and adult and basic education as integral and inter‐connected components of the vision of lifelong learning (Guevara, 2010). Other frameworks promoted by ASPBAE for education to be empowering, pro‐poor, gender just and sustainable were also important considerations. The 2010 gathering served as a nodal point to discuss the ASPBAE framework more deeply and to reaffirm or create a set of benchmarks for indigenous education which can be validated through a subsequent national and regional consultation process. 
한국교육과 SDG4-교육2030 出版年份: 2018 作者: 김광호 机构作者: 유네스코한국위원회 영유아 교육부터 성인교육에 이르기까지 교육의 모든 분야를 망라하고 있는 SDG4는 매우 야심 찬 목표다. 세계 각국은 이를 달성하기 위해 여러 논의도 벌이고 교육 정책 에 반영도 하는 등 다각도로 노력하고 있다. 이러한 국제사회의 노력에 비해 국내의 SDG4 관련 움직임은 아직 그리 크지 않은 것 같다. 이에 유네스코한국위원회는 교육부와 함께 한국의 SDG4 달성 현황을 파악하고 앞으로 어떤 과제에 집중해야 하는지 점검하기 위하여 2017년 11월에 ‘제1회 SDG4-교육 2030 포럼: 한국교육과 SDG4-교육 2030’을 개최한 바가 있다. 이 책은 포럼 발표문과 토론문의 저자들이 포럼에서의 논의를 반영하여 수정한 원고를 한데 묶은 것이다. 일차적으로 교육 정책 담당자, 교육 연구자, 교육기관 종사자, 시민단체 활동가를 위한 내용을 담고 있지만, 일반 시민의 SDG4에 대한 관심과 이해를 높이는 데에도 유용할 것이다. 
Guide rapide des indicateurs de l'éducation pour l'ODD 4 出版年份: 2018 机构作者: UNESCO Institute for Statistics (UIS) Ce guide sert de référence rapide sur la manière de suivre les progrès accomplis vers la réalisation de l’Objectif de développement durable 4 (ODD 4) sur une éducation de qualité. Il fournit les explications essentielles sur les cibles de l’ODD 4, leurs indicateurs, le mode d’élaboration des indicateurs et où trouver les données nécessaires à ces indicateurs.