ew UNESCO policy paper shows that the global poverty rate could be more than halved if all adults completed secondary school. Yet, new data from the UNESCO Institute for Statistics (UIS) show persistently high out-of-school rates in many countries, making it likely that completion levels in education will remain well below that target for generations to come.
The United Nations Human Rights Council adopted a new Resolution on the right to education within the framework of its 35th session, which stresses UNESCO’s lead role for Sustainable Development Goal 4
More efforts are needed to mainstream values like tolerance and the appreciation of cultural diversity within National Education Policies
An analysis of different themes and concepts associated with Global Citizenship Education (GCED) reveals that within the main topics associated with GCED, appreciation of cultural diversity and tolerance are less likely to be reflected in national education policies, curriculum and teacher education.
As part of UNESCO Bangkok’s Happy Schools Project, this video contest seeks to capture actions, moments and ideas that showcase and promote happiness in schools and learner well-being. The competition is open to people of all ages residing in the Asia-Pacific region. Application deadline: June 30.
This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG).
To play a role in shaping the future, young people must have a better understanding of the past. The Holocaust was a watershed event in relatively recent history whose legacies still shape our world and whose lessons are relevant to the challenges we face today.
UNESCO commissioned an analysis of country reports and found that Global Citizenship education is present in the curriculum across countries, but it is not as likely for it to be included in pre-service and in-service teacher education.
To stress to policymakers and other stakeholders the wide and far-reaching benefits of community-based learning, particularly in the light of the 2030 Agenda for Sustainable Development, the UNESCO Institute for Lifelong Learning has published a new policy brief, “Community-based learning for sustainable development.” This policy brief advances six principles of action to develop the role of community learning centres as the main delivery mechanism for community-based learning: responding, engaging, enabling, embedding, sustaining and transforming.
Education connects peace and development in sustainable ways says Director-General at UNESCO Week opening
UNESCO Director-General Irina Bokova officially opened the UNESCO Week for Peace and Sustainable Development: The Role of Education in Ottawa, Canada on 8 March together with Catherine McKenna, Minister of Environment and Climate Change, Government of Canada, and Mitzie Hunter, Minister of Education, Government of Ontario.
The 5-day event is gathering more than 400 experts, practitioners and policymakers from across the world to examine pedagogical approaches and teaching practices to achieve the Sustainable Development Goals (SDGs) through Education for Sustainable Development (ESD) and Global Citizenship Education (GCED).
UNESCO Week for Peace and Sustainable Development highlights teachers’ role in achieving Global Development Agenda
More than 400 experts, practitioners and policymakers from the public, non-governmental and private sector from all regions attended the UNESCO Week for Peace and Sustainable Development: The Role of Education, in Ottawa, Canada from 6 to 10 March. UNESCO launched a new publication on this occasion, “Education for Sustainable Development Goals: Learning Objectives,” to support policy-makers, curriculum developers and educators to promote learning for the SDGs.
Simon Kuany (South Sudan) is a UN Volunteer with the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), in New Delhi, India. Funded generously by the Indian Government, MGIEP was formed in 2012 and since then has contributed to transforming education for humanity. It is an integral part of UNESCO, and the organization’s specialist institute on education for peace and sustainable development to foster global citizenship.
UNESCO contributes to the measuring of progress towards Target 4.7 of Sustainable Development Goal 4 on Education which focuses on Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). This webpage publishes regular reports, news, analyses and publications produced by UNESCO and its partners which provide evidence and links to data sets that indicate how the world is progressing towards the achievement of this Target.
Irene Bronzini is a UN Youth Volunteer fully funded by Belgium, who was assigned in Mali in 2015 with UNESCO’s social sciences department. Irene, who is of Italian origin, supports the department in co-running UNESCO’s youth and peace education programmes.
- 18th Feb 2017
- #anti-bullying #global citizenship education #race & ethnicity #school-based violence #UNESCO
UNESCO organized a workshop on Global Citizenship Education as part of the International Symposium on School Violence and Bullying: From Evidence to Action that took place in Seoul, Republic of Korea.
This UNESCO video explains the importance of Global Citizenship Education (GCED) in a globalized and increasingly interconnected and interdependent world. GCED is key to understand the interconnections between the local and the global and nurture a sense of belonging to a common humanity. It builds motivation to assume active roles to contribute to a more just, peaceful, tolerant and sustainable world.
UNESCO supports education on the history of past genocides as a means to raise awareness of the causes, dynamics and consequences of such atrocities and to build resilience to violence and to contribute to a culture of peace based on mutual respect and human rights. As such, UNESCO partnered with the National Commission of Senegal to UNESCO to organize a training seminar for high-level civil servants of the Burkina Faso, Côte d’Ivoire, the Gambia, Mali, Niger and Senegal ministries of education in Dakar November 24-25, 2016.