Relevant bibliographies by topics / Unesco. Department of Education

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Academic literature on the topic 'Unesco. Department of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Unesco. Department of Education"

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Lokshyna, Olena. "“TRENDS OF SCHOOL EDUCATION DEVELOPMENT IN THE EU COUNTRIES, USA AND CHINA” (2018-2020): RESEARCH RESULTS OF THE COMPARATIVE EDUCATION DEPARTMENT, INSTITUTE OF PEDAGOGY OF NAES OF UKRAINE." Education: Modern Discourses, no. 3 (December 26, 2020): 154–64. http://dx.doi.org/10.37472/2617-3107-2020-3-15.

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The aim of the paper is the presentation of the research results of the scientific work of the Comparative Education Department (Institute of Pedagogy NAES of Ukraine) “Trends of School Education Development in the EU countries, USA and China (2018-2020). The Department staff – O. Lokshyna, Dr. Sc., Prof. (research director); O. Glushko; A. Dzhurylo, PhD; S. Kravchenko, Ph.D; N. Nikolska, PhD; M. Tymenko, PhD; O. Shparyk, PhD – studied the transformations of the school education in the European Countries (Germant, Poland UK) in USA and in China/ The authors recealed the unification character of the globalization on the development of education in these countries; stated the impact of the strategic benchmarks of the international organisations (UN, UNESCO, OECD, EU) on education policies; underlined the importance for Ukraine to harmonise its education development with the global and European tendencies within the framework of equal access to education and quality education.
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Serna Cardona, Luis Ariosto, Kevin Alejandro Hernández Gómez, and Álvaro Ángel Orozco Gutiérrez. "the Characterization of high school students in the department of Risaralda using the Chi-Square metric." Scientia et Technica 26, no. 2 (June 30, 2021): 119–26. http://dx.doi.org/10.22517/23447214.24587.

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The education is a fundamental law that promotes the social and economic development of a nation. Also, it is how a country can achieve its sustainable development objectives. Because of this, various international organizations (Unicef-UNESCO- Banco Mundial -OECD) are promoting the coverage of education in underdeveloped countries. On the other hand, projects such as PISA that aim to carry out annual evaluations in more than 30 countries that serve as a reference of the educational level and encourages nations to improve the quality of education. Therefore, the objective of this work is to implement a methodology to predict the results of ICFES tests SABER 11 °. that can correct the educational problems that Colombia has presented in secondary education. For the development of this methodology, the ICFES repository database was used. Data were pre-processed using MATLAB software. Also, combined tests were carried out with the new Chi-Square metric developed by the researchers of the automation group of the Technological University of Pereira, obtaining results that were 20% higher compared with conventional classification techniques. In this project, the most influential characteristics were found in the students, who are responsible for the loss of the ICFES SABER 11° exam in Risaralda.
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Novaes, Luiz Carlos, and Thiago Moreira Melo e. Silva. "As recomendações de organismos internacionais na política educacional paulista." education policy analysis archives 28 (November 23, 2020): 175. http://dx.doi.org/10.14507/epaa.28.4389.

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This paper analyzes the repercussions of some international organization’s recommendations for São Paulo’s current educational policy. The prioritized discourses were those of: The World Bank Group (WBG); the United Nations Educational, Scientific and Cultural Organization (UNESCO); and the Organization for Economic Co-operation and Development (OCDE). The hypothesis is that throughout more than two decades, and under the aegis of a single political party - The Brazilian Social Democracy Party (PSDB), the educational policy in São Paulo has been aligned with international recommendations and orientations in regards to educational policies, specifically those related to school teachers, reinforcing discourses that are aimed at disqualifying them, their formation and the work they carry out. From the analysis made on documents issued by international organizations and also those issued by the State’s Department of Education (SEE/SP), it was possible to conclude that such a process to disqualify both socially and professionally the status of these teachers has been engendered for over two decades. This has made fragile the profession’s public image and strengthened control and regulatory strategies over the work of teachers, as well as accountability mechanisms on the state’s behalf aiming at the implementation of managerial and performative policies.
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Sahbaz, Ahmet. "Views and Evaluations of University Students about Distance Education During the COVID-19 Pandemic." Educational Process: International Journal 9, no. 3 (October 15, 2020): 185–98. http://dx.doi.org/10.22521/edupij.2020.93.5.

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In recent years, technological devices and the Internet have become an integral part of our lives, changing many of our habits and daily routines. This change became more rapid and intense during the early months of the COVID-19 pandemic when countries compulsorily locked down their populations in an attempt to impede or halt the spread of the novel coronavirus. In order to continue their education, students stayed at home and were required instead to study online using a computer or a mobile device such as a smartphone. According to UNESCO (n.d.), “more than 1.5 billion students are or have been affected by school and university closures during this period.” As a result, distance education has become the “new normal” of the educational system. Prior to the pandemic, many studies had been conducted regarding the opinions and attitudes of university students toward distance education; however, publications on this subject since the beginning of the pandemic are still very new. Indeed, the current study aimed to reveal the views and evaluations of university students towards distance education since the beginning of the pandemic. This qualitative study was carried out at the Turcology Department of Tuzla University in the Bosnia Herzegovina Federation. A questionnaire comprised of 12 open-ended questions was used to collect the data, which was then analyzed using the conventional content analysis approach. From the results of the study, it can be concluded that almost 90% of the participants were against distance education, but firm supporters of face-to-face education.
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Olatokun, Wole Michael, and Samuel C. Avemaria Utulu. "Internationalization of information science education in Nigeria." IFLA Journal 38, no. 2 (May 29, 2012): 166–74. http://dx.doi.org/10.1177/0340035212444515.

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Information and knowledge management have become very crucial to the growth and development of countries around the world, including African countries. This is also true about the importance of information science education. This truth has already been accepted in Africa, including Nigeria, where the joint effort of the International Development Research Centre (IDRC) and United Nations Educational, Scientific and Cultural Organisation (UNESCO) led to the establishment of the Africa Regional Center for Information Science (ARCIS) in 1990. The primary objective set for ARCIS was for it, as a regional Center, to internationalize its processes, functions and curriculum. This paper, relying on both primary and secondary data, examines the issue of internationalization of information science education in Nigeria with practical examples reported from experiences at ARCIS. It highlights current achievements ARCIS has recorded in its internationalization efforts, challenges it faces due to the political experiences in Nigeria and competing needs of units and departments at the University of Ibadan, as well as the prospects of ARCIS internationalization efforts. In the end, it is concluded that the internationalization future for ARCIS is bright.
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Alabi, Olaide. "Survey on Quality of School Sites and Locations of Lagos State Public Schools." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 2, no. 2 (December 30, 2019): 160–74. http://dx.doi.org/10.53449/ije.v2i2.89.

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In this study, a survey on quality of school sites and locations of Lagos State public schools was carried out with specific focus on the level of availability of the facilities with reference to UNESCO prescriptions for school facilities supplemented with Commonwealth Department of Education. Two research questions were raised for the study. Forty-six (46) Schools were randomly sampled from 2 purposively selected educational districts of Lagos State. The study adopted a descriptive survey design because it was concerned with what was on ground and how they conformed to the standards expected of the facilities. The instrument used to collect data and establish the standard and quality of available of school sites/ locations in the sampled schools was Checklist of the Existing School Location and Site (CESLS), whose reliability was found to be 0.83. The data collected were analysed using simple percentages. The findings showed that 97.8% of Public Junior Secondary Schools in Lagos State were located at accessible areas. Between 73.9% and 89.1% of the school plants were averagely good in quality. However, about 37% - 41% of the schools sampled had poor topography, epileptic power supply and irregular water supply. Few of the schools were located far from noisy areas and external distraction. This falls short of UNESCO's standard of 183 metres distance away from sources of noise. Between 32% and 52% of the schools were located close to sources of noise such as hotels, market areas and highways.
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Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.

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From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini
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Іванюк, Ірина Володимирівна, and Оксана Василівна Овчарук. "THE RESPONSE OF UKRAINIAN TEACHERS TO СOVID-19: CHALLENGES AND NEEDS IN THE USE OF DIGITAL TOOLS FOR DISTANCE LEARNING." Information Technologies and Learning Tools 77, no. 3 (June 19, 2020): 282–91. http://dx.doi.org/10.33407/itlt.v77i3.3952.

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The article features the results of a survey on the challenges and needs of the Ukrainian teachers in the implementation of distance education in the conditions of quarantine caused by the COVID-19 pandemic. The survey was carried out by the Comparative Studies Department for Information and Education Innovations of the Institute of Information Technologies and Learning Tools of the NAES of Ukraine in 2020. The study is based on the 607 responses of educators from all-over Ukraine to the online questionnaire conducted between March 27 and April 4, 2020. The content of the questionnaire covered the following topics: educational qualification of teachers, number of screen hours, problems with the access to necessary information, access to the Internet, digital tools that teachers use for distance learning, teachers’ needs in the professional development regarding the use of ICT. The obtained answers allowed providing recommendations for public education authorities, decision makers, institutions of secondary, higher and postgraduate education on the improvement of teachers’ digital competence, organization of online communication and Internet access on the workplace to digital tools for distance education. The recommendations are based on the responses of the international educational community and organizations (OECD, PISA, UNESCO, and Council of Europe) to COVID-19, in comparison with the Ukrainian realities reflected in the online survey. The novelty of the study presented in the article lies in the fact that it gives a response to the needs that Ukrainian teachers identified in the first weeks of the quarantine. It can be used to achieve long-term practical results in providing support for schools, teachers, school administrators and students in the organization of distance learning as well as in overcoming barriers to teachers' access to information on the use of digital distance learning tools.
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Setiyaningsih, Dwi, Sri Poedjiastoeti, Raharjo Raharjo, and Bill Atweh. "PROMOTING RESPONSIBLE ENVIRONMENTAL BEHAVIOR OF STUDENTS IN BIOLOGY DEPARTMENT BY THE IMPLEMENTATION OF ENVIRONMENTAL EDUCATION." JPPS (Jurnal Penelitian Pendidikan Sains) 2, no. 1 (January 23, 2017): 175. http://dx.doi.org/10.26740/jpps.v2n1.p175-180.

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Eco Campus is a national environmental management system and award scheme for the higher education sector for addressing key issues of environment. One of the education institutions at university level that was planned to implement an eco- campus is the State University of Surabaya (UNESA) especially at the Faculty of Mathematics and Science (FMIPA). However, to create such goal, it was important to begin with how to make the students have responsible environmental behavior (REB). Related to such problem, the pre experimental research has been conducted to promote three of responsible environmental behavior of students in Biology department of international class 2012, comprised of; eco-management action, persuasion, and economic/consumer action using the implementation of environmental education program. As a lifelong study, the environmental education was aimed to show that interdependency between humanity and the environment was needed to improve the human environment sustainability for the present and the future generations. This study was conducted using variety of data sources; observation, interview, questionnaire and test. Based on the data analyses descriptively and the discussion result, it was known that the ability of the lecturer to manage the learning activities for each category was good. Then, the implementation of environmental education program can promote three categories of responsible environmental behaviors of students. Moreover, the environmental education implemented in the current research has positive impact on students’ cognitive learning outcomes of environmental knowledge subject, especially the strategies for sustainable development topic, based on the UNESA grade standard.Eko-kampus adalah sebuah sistem manajemen lingkungan nasional dan skema penghargaan untuk sektor pendidikan tinggi untuk mengatasi permasalahan utama lingkungan. Salah satu lembaga pendidikan di tingkat universitas yang telah mencanangkan eko-kampus adalah Universitas Negeri Surabaya (UNESA) khususnya di Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA). Namun demikian, untuk mewujudkan tujuan tersebut, hal terpenting yang harus dipertimbangkan adalah bagaimana cara membentuk sikap mahasiswa memiliki perilaku yang bertanggung jawab terhadap lingkungan (REB).Terkait dengan permasalahan tersebut, penelitian pra-eksperimen telah dilakukan untuk mendorong terwujudnya tiga aspek perilaku yang bertanggung jawab terhadap lingkungan pada mahasiswa jurusan Biologi kelas internasional 2012, meliputi, tindakan eko-manajemen, persuasi, dan tindakan konsumen/ekonomi, melalui penerapan program pendidikan lingkungan. Sebagai pendidikan seumur hidup, pendidikan lingkungan bertujuan untuk menunjukkan bahwa saling ketergantungan antara manus ia dan lingkungan diperlukan untuk meningkatkan kelestarian lingkungan hidup manusia untuk saat ini dan generasi yang akan datang. Penelitian ini dilakukan dengan menggunakan berbagai teknik pengumpulan data meliputi, observasi, wawancara, angket dan tes. Berdasarkan analisis data secara deskriptif dan hasil pembahasan, diketahui bahwa kemampuan pengajar dalam mengelola aktivitas pembelajaran untuk setiap langkah pengajaran adalah baik. Kemudian, pelaksanaan program pendidikan lingkungan dapat mendorong tiga aspek perilaku yang bertanggung jawab terhadap lingkungan pada mahasiswa. Selain itu, pendidikan lingkungan yang telah diterapkan dalam penelitian ini memiliki dampak positif terhadap hasil belajar kognitif mahasiswa pada mata kuliah pengetahuan lingkungan, terutama pada materi strategi untuk pembangunan berkelanjutan, berdasarkan pada standar penilaian UNESA.
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Azizan, Muhammad Hafiz, Nabsiah Abdul Wahid, and Ismail Abustan. "Integrated Marketing Communication: Environmental Information Leads Stewardship." Advanced Science Letters 21, no. 4 (April 1, 2015): 933–36. http://dx.doi.org/10.1166/asl.2015.5939.

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The integration of marketing communication channel has provided environmental information in various aspects of learning. As practiced in the last 20 years, where marketing functions has moved from theory to practice. Therefore, the environmental education (EE) tackles environmental degradation issue today by ensuring relevant, specific knowledge is passed on to, and acted upon by targeted groups in the community like youth. Integrated media is a convenience channel of an EE creativity to inject the element of effective communication in learning experience for youth while integrated marketing communication (IMC) try to gain their attention, interest, desire and action (AIDA) on environmental issues. The literature identified exposures to various kind of integration in marketing communication have developed their consumer behavioural characteristics and attitude. This study investigates whether youth aged between 15-21 years old show different AIDA perceptions in environmental stewardship (ES). Survey respondents consist of 51 secondary school (15-17 years old) and 30 higher institution (18-20 years old) students who participated in a Kem Pemimpin Muda Perihatin Air Kebangsaan 2014 (KPMPAK ’14) organised by Department of Irrigation and Drainage (DID) Malaysia and UNESCO-IHP Malaysia to capture youth perception on EE program on media. IMC is an effective way of EE method as it managed to gain youth attention, interest, desire and action irrespective of their understanding. The findings provide an insight on youth behaviour when capturing information from EE marketing communication delivered via IMC.
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Dissertations / Theses on the topic "Unesco. Department of Education"

1

Fleet, Allison E. "Visions for peace, American educationists, the State Department and the creations of UNESCO." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0016/MQ54618.pdf.

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Bendrath, Eduard Angelo. "A Educação Não-Formal a partir dos relatórios da UNESCO /." Presidente Prudente, 2014. http://hdl.handle.net/11449/123334.

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Orientador: Alberto Albuquerque Gomes
Banca: Graziela Abdian Zambão
Banca: Célio da Cunha
Banca: Yoshie Ussami Ferrari Leite
Banca: Everraldo Santos Melazzo
Resumo: O presente estudo está vinculado à linha de pesquisa: "Políticas Públicas, Organização Escolar e Formação de Professores", do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Com a expansão de movimentos educativos paralelos ao sistema formal de ensino, as ações educacionais com foco nos processos de desenvolvimento humano e econômico tornaram-se importantes ferramentas para a resolução de problemas locais, o que encaminhou novas diretrizes nas construções de matrizes de educação não-formal ao redor do mundo. Tais pressupostos alinham-se às concepções políticas internacionais atualmente vigentes, na tentativa de adequar o crescimento econômico ao desenvolvimento social tomando como referência os modelos de acumulação do capital social e capital humano. O capital social surge como mecanismo de valorização da ação coletiva em prol do estabelecimento de laços de confiança e reciprocidade, ao mesmo tempo em que o capital humano favorece possibilidades de avanços individuais frente a novas demandas econômicas e sociais, ambos tendo a educação nãoformal como ponto de convergência para suas iniciativas. Dessa forma esse estudo tomou como parâmetro a análise de documentos da UNESCO em 31 países cujo objetivo foi verificar a relação estabelecida entre as políticas de educação não-formal e os princípios do desenvolvimento econômico e social com aporte às bases do capital social e humano...
Abstract: This study is related to the line of research: "Public Policy, School Organization and Teachers Training," of the Education Post-Graduate Program - Faculty of Sciences and Technology, Sao Paulo State University. With the expansion of educational movements parallel to the formal education system, educational activities focusing on the processes of human and economic development have become important tools for solving local problems, leading to new guidelines in the construction of arrays of non-formal education around the world. Such assumptions are in accordance with international political conceptions currently prevailing, in an attempt to match economic growth and social development with reference to social and human capital accumulation models. The social capital arises as an appreciation mechanism of collective action towards the establishment of trust and reciprocity relations, while the human capital favors individual advances opportunities with reference to new requirements of economic and social demands, both having non-formal education as a central point for their initiatives. Thus, this research aimed of the analysis of UNESCO documents in 31 countries verifying the relationship between non-formal education policies and economic and social development principles with the basis of social and human capital, as well as the direct interest of local governments and the involved international organizations...
Doutor
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3

Shchedrin, A. (Andrey). "The idea of global citizenship in the documents and publications of Unesco." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201310091774.

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The first half of the 20th century was filled with a lot of conflict situations all over the world. In order o keep international security and organize contact with the rest of the World, The United Nations was organized in October 1945. First years after the Second World War were very important in the way of making progress in peace setting and further conflicts preventing. Exactly in this period to fulfil these purposes such international organization as UNESCO was founded and The Universal Declaration of Human rights was signed. Whole Europe was recovering from the War consequences, and people, suffered from military actions, needed not only peace for their future, but also the understanding that in order to keep this peace — everybody should have joint vision on the further development of human civilization. The present research emphasize the importance of UNESCO organization in delivering Global Citizenship ideas and promoting Global Citizenship Education in the after war period. The ideas of Global Citizenship were very wanted that time and they needed some agent who had to deliver them to people. UNESCO has become this agent and played great role in spreading basic ideas of Global Citizenship and Global Citizenship Education. Evaluating the role of UNESCO in shaping of Global Consciousness in the minds of nations, I analyse UNESCO’s Courier publications as valuable source of the organization activities. Research questions: Why was it so necessary to take action in new course of Global Citizenship? What was the role of UNESCO in moulding Global Citizenship attitudes in people’s minds? What kind of Global Citizenship values did UNESCO promote during professional activity? Research tasks: Describe the role of UNESCO in Global Citizenship concept developing. To identify the positions of UNESCO in the concept of Global Citizenship. Evaluate the activities of UNESCO in Global Citizenship education. The value of the present research consists of independent look at the concept of Global Citizenship during the time period when this concept needed to be set as a primary vision of a current societal structure. Through this research, the reader will be able to evaluate the methods of Global Citizenship concept implementation by UNESCO and track similarities in the modern approach of Global Citizenship concept studying not only in UNESCO but by any other author writing about the topic.
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Bendrath, Eduard Angelo [UNESP]. "A Educação Não-Formal a partir dos relatórios da UNESCO." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/123334.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente estudo está vinculado à linha de pesquisa: Políticas Públicas, Organização Escolar e Formação de Professores, do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Com a expansão de movimentos educativos paralelos ao sistema formal de ensino, as ações educacionais com foco nos processos de desenvolvimento humano e econômico tornaram-se importantes ferramentas para a resolução de problemas locais, o que encaminhou novas diretrizes nas construções de matrizes de educação não-formal ao redor do mundo. Tais pressupostos alinham-se às concepções políticas internacionais atualmente vigentes, na tentativa de adequar o crescimento econômico ao desenvolvimento social tomando como referência os modelos de acumulação do capital social e capital humano. O capital social surge como mecanismo de valorização da ação coletiva em prol do estabelecimento de laços de confiança e reciprocidade, ao mesmo tempo em que o capital humano favorece possibilidades de avanços individuais frente a novas demandas econômicas e sociais, ambos tendo a educação nãoformal como ponto de convergência para suas iniciativas. Dessa forma esse estudo tomou como parâmetro a análise de documentos da UNESCO em 31 países cujo objetivo foi verificar a relação estabelecida entre as políticas de educação não-formal e os princípios do desenvolvimento econômico e social com aporte às bases do capital social e humano...
This study is related to the line of research: Public Policy, School Organization and Teachers Training, of the Education Post-Graduate Program - Faculty of Sciences and Technology, Sao Paulo State University. With the expansion of educational movements parallel to the formal education system, educational activities focusing on the processes of human and economic development have become important tools for solving local problems, leading to new guidelines in the construction of arrays of non-formal education around the world. Such assumptions are in accordance with international political conceptions currently prevailing, in an attempt to match economic growth and social development with reference to social and human capital accumulation models. The social capital arises as an appreciation mechanism of collective action towards the establishment of trust and reciprocity relations, while the human capital favors individual advances opportunities with reference to new requirements of economic and social demands, both having non-formal education as a central point for their initiatives. Thus, this research aimed of the analysis of UNESCO documents in 31 countries verifying the relationship between non-formal education policies and economic and social development principles with the basis of social and human capital, as well as the direct interest of local governments and the involved international organizations...
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Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department Chairs: Seasoned & New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4151.

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The department chair position is the most critical role in a university. It is complex and filled with ambiguity. Seasoned and new department level leaders share journeys and strategies to address concerns/challenges/barriers for transitioning to leadership positions. Session offers potential/current academic leaders a forum to discuss challenges, strategies, and solutions.
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Cruz, Ana Cristina Juvenal da. "Antirracismo e educação: uma análise das diretrizes normativas da UNESCO." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2338.

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Financiadora de Estudos e Projetos
This dissertation intends to analyze the guiding principles and normative directives related to racism treatment in Education by United Nations Educational, Scientific and Cultural Organization UNESCO. Through a theoretical qualitative approach, the research verifies how the organization deals with uses and meanings of racial thematic in Education. In this way, the investigation aims to reflect critically upon different uses and meanings about the debate on racial relations, and to comprehend the education construction as an anti-racist policy performed by UNESCO. Therefore, UNESCO s official documents were analyzed using a historical perspective as a way to understand how the development of the debates produces normative instruments to the management of the racial issue. Since its beginning, UNESCO has published several documents and materials as an attempt to join countries and make them find out the universal peace. Moreover, its position about the theme became a key point to deal with the racial matter, seen as a problem to have peace. So, the education was a chosen option by it to win this obstacle. For this reason, it can be said that UNESCO proposes education as an anti-racist policy. The research focuses on a contemporary debate about racial relations, especially in aspects of racialized people production as an individual or group.
Esta tese objetiva analisar os princípios orientadores e as diretrizes normativas relativas ao tratamento do racismo em matéria de educação da Organização das Nações Unidas para a Educação a Ciência e a Cultura UNESCO. A investigação consiste em analisar o modo pelo qual a Organização atribui determinados usos e sentidos à temática racial. Constitui-se em uma abordagem qualitativa de cunho teórico no interior dos estudos sobre relações raciais e educação. Visa diagramar nos documentos os diferentes usos e sentidos do debate acerca da questão racial, tendo por objetivo identificar o processo de construção da educação como uma política antirracista empregada pela UNESCO. Isto foi feito através da análise em perspectiva histórica, dos documentos oficiais da UNESCO buscando identificar com o desenvolvimento dos debates que culminam em instrumentos normativos na gestão relativa à questão racial. Desde a sua constituição a UNESCO publicou documentos e materiais a fim de propiciar uma união intergovernamental entre países de modo a atingir uma paz universal . Essa inclinação da UNESCO frente ao tema se converteu desde logo, em conceitualizar e compreender a questão racial vista, então, como um obstáculo na busca da paz. A educação foi justamente o meio escolhido pela Organização para equacionar esse obstáculo. Neste sentido, pode-se dizer que a UNESCO institui a educação como uma política antirracista. Dar-se-á foco a partir do debate contemporâneo das relações raciais, especialmente no que se refere aos aspectos da produção racializada das diferentes populações, no que confere a dimensão plural e subjetiva da questão racial.
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Nygren, Thomas. "UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002." Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.

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In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.
History Beyond Borders; Historia utan gräns
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Silva, Lenildes Ribeiro da. "O discurso moderno sobre educação, diversidade e tolerância = os documentos da UNESCO e a crítica de Marcuse." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251195.

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Orientador: Pedro Laudinor Goergen
Tese (Doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T22:20:07Z (GMT). No. of bitstreams: 1 Silva_LenildesRibeiroda_D.pdf: 1729981 bytes, checksum: bc975219e7d6f32740b7e3b5d3308606 (MD5) Previous issue date: 2011
Resumo: Este trabalho objetiva analisar criticamente os conceitos de diversidade e tolerância, presentes nas propostas de políticas de educação no mundo, publicadas a partir de 1990. Busca-se pensar esses conceitos relacionados à estrutura da sociedade capitalista em processo de mundialização e globalização, focando, mediante análise teórico/histórica, seu sentido e relevância na contemporaneidade. Trata-se de uma pesquisa bibliográfica e de análise documental que, além da retomada histórica e filosófica dos conceitos, se propõe fazer uma análise de sua incidência nos relatórios e nos documentos mundiais sobre educação, publicados pela UNESCO. O texto se divide em três partes: na primeira, busca-se perfazer uma retomada histórica da defesa da tolerância no nascimento da modernidade, trazendo autores como Las casas, Locke, Voltaire e Stuart Mill. Esta retomada visa compreender os fundamentos filosóficos políticos e sociais que marcaram a defesa liberal da tolerância, identificando aproximações e distanciamentos desta defesa com o ressurgimento da necessidade do conceito de tolerância nos séculos XX e XXI; a segunda parte traz as reflexões críticas de Marcuse, relacionando os conceitos de diversidade e tolerância com as promessas de liberdade, autonomia, entre outras, na sociedade sem oposição. Marcuse interroga a tolerância de um ponto de vista crítico, ressaltando seu aspecto ideológico, afinado com uma sociedade opressora. O autor considera os limites, ambigüidades e contradições internas do conceito e relacionadas à sociedade em que se constitui, chegando a denunciar a tolerância pura como falsa e regressiva, porquanto não atenta para o intolerável para o progresso humano; sob o referencial de Marcuse, a terceira parte vem com a análise dos documentos que tratam da diversidade e tolerância a partir do contexto do pós-guerra. Mais especificamente, são abordados o relatório Educação: Um tesouro a descobrir, a Declaração sobre os princípios da tolerância e a Declaração sobre a diversidade cultural e ainda as discussões levantadas na Conferência sobre a tolerância na América Latina e no Caribe e a Conferência de Educação para a Tolerância em Lisboa. A partir dessa análise, o trabalho tematiza o esmaecimento do debate sobre a tolerância nos documentos da UNESCO e nas discussões a respeito da educação no mundo que sucedeu à efervescência da temática na década de 1990. Chega-se à conclusão de que, na tentativa de não ignorar as críticas realizadas e, ao mesmo tempo, sem abandonar a idéia de tolerância enquanto conceito matricial da UNESCO, preserva-se o conceito na forma de uma discussão menos enfática. Ameniza-se o debate a respeito da tolerância paulatina pela inserção de questões menos conflituosas como o respeito à diversidade, à proteção do patrimônio e à questão dos direitos humanos. Entende-se que a tolerância é um conceito ambíguo e contraditório, entretanto, não superado, permanecendo nos debates acadêmicos, nos documentos mundiais, nas práticas educativas e no senso comum, o que torna, todavia, necessária sua constante interrogação e crítica, desviandose de um sentido consensual e ideológico para um sentido crítico e progressivo.
Abstract: This paper aims to critically examine the concepts of diversity and tolerance, present in the proposed education policies in the world, published since 1990 and that influence educational policies. The aim is to think about these concepts related to the structure of capitalist society in the process of globalization, focusing upon theoretical/historical analysis their meaning and relevance in contemporary times. This is a bibliographic search and document analysis that, besides the resumption of the historical and philosophical concepts, proposes to make an analysis of its impact on global reports and documents on education published by UNESCO. The text is divided into three parts: the first, we try to make up a resume of the historical defense of tolerance in the birth of modernity, bringing authors such as Las Casas, Locke, Voltaire and Mill. This return is to understand the philosophical underpinnings of political and social changes that marked the liberal defense of tolerance, identifying similarities and differences of this defense with the resurgence of the concept of the need for tolerance in XX and XXI centuries; the second part presents the critical reflections of Marcuse, relating the concepts of diversity and tolerance with the promises of freedom, autonomy, among others, into society without opposition. Marcuse questioned the tolerance of a critical point of view, stressing its ideological aspect, in tune with an oppressive society. The author considers the limitations, ambiguities and internal contradictions of the concept and related to the society in which it is, coming to denounce as false and regressive the pure tolerance, because no attention to the intolerable to human progress; under the reference of Marcuse, the the third part comes with the analysis of documents dealing with diversity and tolerance from the post-war. More specifically are discussed the report Education: A Treasure Within, the Declaration on the principles of tolerance and the Declaration on cultural diversity and also the discussions raised at the Conference on tolerance in Latin America and the Caribbean and the Conference on Education for Tolerance in Lisbon. From this analysis, the paper deals fading debate over tolerance in UNESCO documents and discussions about education in the world that succeeded the effervescence of this issue in the 1990. We come to the conclusion that, in order not to ignore the criticisms made, at the same time, without abandoning the idea of tolerance as a concept matrix of UNESCO, preserves the concept in the form of a discussion less emphatic. Softens up the debate about tolerance by gradual insertion of fewer conflicting issues such as respect for diversity, protection of assets and the issue of human rights. It is understood that tolerance is an ambiguous and contradictory concept, however, not overcome, remaining in academic debate, documents in the world, educational practices and common sense, which makes, however, required his constant questioning and criticism, diverting is a consensual and ideological sense for a critical sense and progressive.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
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Paula, Luciane Miranda de. "As cátedras Unesco: análise de uma proposta para a cooperação ineternacional interuniversitária na América Latina." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/84/84131/tde-17122012-123853/.

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O estudo das relações entre cooperação internacional universitária e a produção e compartilhamento de conhecimento entre universidades da América Latina nos possibilita compreender o contexto das discussões e teorias sobre ensino superior contemporâneo. Com isso, o objetivo desta tese é analisar os fatores que contribuem para a relevância do programa de Cátedras Unesco em universidades da América Latina, proposto pela Unesco como um agente de fomento à cooperação internacional universitária com vistas a promover o progresso e o intercâmbio do conhecimento em países em desenvolvimento. Esta pesquisa tem como base o referencial teórico dos Estudos sobre Ensino Superior e Cooperação Internacional na América Latina existente na literatura, para compreender a natureza, o objeto, a estrutura e a dinâmica que se aplica ao programa Unitwin de Cátedras Unesco. Quanto ao tratamento metodológico, combinaram-se a análise documental e a pesquisa qualitativa, com entrevistas a dirigentes de Cátedras. Em primeiro lugar buscamos o referencial teórico da origem da Unesco, e as teorias e os modelos de cooperação internacional em organismos acadêmicos na América Latina. Na pesquisa qualitativa, foram analisados os indicadores de geração e compartilhamento de conhecimento entre as universidades em onde existem Cátedras na América Latina. Aplicou-se um questionário e foram feitas entrevistas com gestores das Cátedras nas universidades e na Unesco. Algumas instituições que possuem Cátedras e a Unesco foram visitadas. Os relatos foram analisados a partir do referencial teórico e os resultados deste estudo foram de grande valia para compreensão da influência dos grupos de pesquisa na produção do conhecimento este o elemento central de cooperação, e a influência de um organismo externo exercida sobre uma instituição altamente auto-referenciada como é o caso da universidade. Também pudemos constatar que a Instituição de Ensino Superior é um espaço primordial na formação de redes de produção e difusão de conhecimento na América Latina, e, portanto, um agente no processo de inovação tecnológica e social no mundo contemporâneo.
The study of relationships between international university cooperation and the production and sharing of knowledge among Latin American universities allows us to understand the context of discussions and theories on the contemporary higher education system. Thus, the objective of this dissertation consists of analyzing the factors that contribute towards the importance of the UNESCO Chairs Program in Latin American universities, proposed by UNESCO as an agent for fostering international university cooperation aiming at promoting cultural development and exchange in emerging countries. This research is based on a theoretical referential of Studies on Higher Education and International Cooperation in Latin America found in literature, aimed at understanding the nature, object, structure and dynamics applied to the UNITWIN Program of UNESCO Chairs. As regards the methodological treatment, we combined our documentary analysis and qualitative research with our interviews conducted with chair holders. First we searched for the theoretical referential of UNESCOs origin and the theories and models of international cooperation in Latin American universities. As regards the qualitative research, we analyzed the indicators that create and share knowledge among the universities where there are Chairs in Latin America. We administered a questionnaire and interviewed chair holders both at universities and UNESCO. We visited UNESCO as well as some universities with Chairs. We analyzed the reports based on the theoretical referential, and the results of the study greatly contributed to understanding the influence of research groups in producing knowledge, which is the key element of cooperation and represents the influence wielded by an outside organization on a highly self-referenced institution like the university. We also observed another result, namely that higher education institutions have a crucial role in forming networks designed to produce and disseminate knowledge in Latin America, thus, taking on the role of agents in the process of social and technological innovation in our contemporary world.
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Kalinka, Claudia. "Die Einbeziehung der Nichtregierungsorganisationen in die Arbeit der UNESCO." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-129327.

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NGOs gelten als wichtige Akteure, um die Belange der Zivilgesellschaft auch auf internationaler Ebene zu repräsentieren. Die UNESCO hat ihr Potenzial bereits frühzeitig erkannt und bietet ihren Partner-NGOs verschiedene Wege der Einflussnahme. Mit der neuen NGO-Richtlinie von 2011 haben neben internationalen NGOs auch lokale und regionale nichtstaatliche Organisationen die Möglichkeit, einen Konsultativ- oder Assoziativstatus mit der UNESCO einzugehen und dementsprechend ihre Interessen in den verschiedensten Organen der UNESCO einzubringen. Jedoch wird die Zusammenarbeit im Rahmen der UNESCO durch bestimmte Faktoren, wie der Finanzlage der UNESCO, eingeschränkt. Insbesondere im Arbeitsalltag der UNESCO zeigt sich, dass NGOs ihre zugesprochenen Einflussmöglichkeiten aufgrund der starken Rolle der Mitgliedstaaten nicht immer einlösen können. Die Bildungsinitiative Education for All verdeutlicht die herausragende Arbeit von NGOs, um internationale Zielvorgaben zu erreichen, sowie die unterstützende Rolle der UNESCO. Allerdings begründet sich der starke Einfluss der NGOs vor allem auf deren Eigeninitiative. Aufgrund ihrer begrenzten Ressourcen ist die UNESCO abhängig von ihren nichtstaatlichen Partnern. Nur wenn die UNESCO weiterhin auf eine verstärkte NGO-Partnerschaft setzt, können UNESCO-Programme auch langfristig erfolgreich umgesetzt werden. Die Avantgarde-Stellung der UNESCO bezüglich der NGO-Zusammenarbeit ist kein Selbstzweck, sondern sichert die Zukunft der UNESCO.
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Books on the topic "Unesco. Department of Education"

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UNESCO. Unesco and education. Paris: Unesco, 2003.

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UNESCO. Unesco: Worldwife action in education. [Paris]: Unesco, 1990.

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Council of Ministers of Education (Canada). Education in the Unesco Context. S.l: s.n, 1985.

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Khanna, C. P. Peace through education: Role of UNESCO. Delhi: Doaba House, 1991.

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UNESCO. Unesco and education throughout the world. Paris: Unesco, 1985.

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UNESCO. Unesco Prize 1984 For Peace Education. S.l: s.n, 1985.

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Krönner, Hans, and Hans Krönner. Die UNESCO-Konvention zur beruflichen Bildung. Edited by Germany Deutsche UNESCO-Kommission. Bonn: Deutsche UNESCO-Kommission, 1992.

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UNESCO. Worldwide action in education. [Paris]: Unesco, 1993.

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UNESCO. Worldwide action in education. [Paris]: Unesco, 1990.

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Guruge, Ananda W. P. Under the roof of Unesco. Colombo: Karunaratne & Sons, 1994.

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Book chapters on the topic "Unesco. Department of Education"

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Preckler Galguera, Miriam. "TVET at UNESCO." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 67–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91107-6_5.

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McCaffery, Peter. "Leading your department." In The Higher Education Manager’s Handbook, 91–141. Third edition. | New York : Routledge, 2019. | “First edition published by RoutledgeFalmer 2004”—T.p. verso. | Previous edition: 2010.: Routledge, 2018. http://dx.doi.org/10.4324/9781351249744-4.

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Boel, Jens. "UNESCO’s Fundamental Education Program, 1946–1958: Vision, Actions and Impact." In A History of UNESCO, 153–67. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-58120-4_8.

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Dikay, Josué Mikobi. "Education for Independence: UNESCO in the Post-colonial Democratic Republic of Congo." In A History of UNESCO, 168–80. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-58120-4_9.

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Trifonas, Peter Pericles. "UNESCO, Rights to Education and Peaceful Resolutions." In Encyclopedia of Educational Philosophy and Theory, 1–8. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-532-7_588-1.

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Ieong, Helen H. K. "Memory of the World Education in Macau." In The UNESCO Memory of the World Programme, 247–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18441-4_17.

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Wells, Clare. "The Postwar UNESCO Debate on Regulation of Education." In The UN, UNESCO and the Politics of Knowledge, 114–27. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-08409-8_6.

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Wells, Clare. "The Contemporary UNESCO Debate on Regulation of Education." In The UN, UNESCO and the Politics of Knowledge, 128–42. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-08409-8_7.

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Singh, Ranbir. "The Role of IAU in Facilitating International Cooperation." In The Promise of Higher Education, 73–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_11.

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AbstractThe International Association of Universities (IAU), founded in 1950 under the auspices of UNESCO, is a prominent global association of higher education institutions as well as organisations across the world.
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Eddie, Mike, Carrie Hamilton, Owen Hammett, Phil Hyde, Kate Pryde, and Kim Sykes. "Operationalizing a new emergency department: The role of simulation." In Healthcare Simulation Education, 205–8. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119061656.ch30.

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Conference papers on the topic "Unesco. Department of Education"

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Макарчук, Татьяна Анатольевна, and Екатерина Витальевна Ткачук. "NEW CHANNELS OF COMMUNICATION BETWEEN STUDENTS AND TEACHERS OF THE UNIVERSITY USING A CHATBOT." In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Май 2020). Crossref, 2020. http://dx.doi.org/10.37539/vt185.2020.73.84.041.

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В статье проанализирована проблема взаимодействия между участниками образовательной профессиональной программы кафедры информатики СПбГЭУ при дистанционном общении студентов и сотрудников кафедры. Выделены основные и предпочитаемые средства коммуникаций между участниками процесса. Было проведено исследование способов решения проблем с применением чат-ботов. The article analyzes the problem of interaction between participants of the educational professional program of the Department of Informatics of UNECON in remote communication between students and employees of the Department. The main and preferred means of communication between the participants of the process are highlighted. A study was conducted on ways to solve problems with the use of chatbots.
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Rakhman, Anita, and Naser Abdel Raheem Al Ali. "UNESCO AND UNICEF ACTIVITIES FOR THE RIGHTS OF INDIGENOUS CHILDREN." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021211.

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Rakhman, Anita, and Naser Abdel Raheem Al Ali. "UNESCO AND UNICEF ACTIVITIES FOR THE RIGHTS OF INDIGENOUS CHILDREN." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021212.

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Musliman, Dita Anggraini Nurjannah. "Educational Governance Innovation through Implementation of Four UNESCO Education Pillars." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.50.

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Navickiene, Egle. "New Buildings in the Vilnius Historical Centre, a UNESCO World Heritage Site." In Urban Heritage: Research, Interpretation, Education. Vilnius, Lithuania: Vilnius Gediminas Technical University Publishing House Technika, 2007. http://dx.doi.org/10.3846/uh20070925.83-89.

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Marsalek, Milan. "SUSTAINABLE TOURIST TRAFFIC AT UNESCO BIOSPHERE RESERVES IN THE CZECH REPUBLIC." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s23.016.

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"Control education crossing department boundaries." In Proceedings of the 1999 American Control Conference. IEEE, 1999. http://dx.doi.org/10.1109/acc.1999.783189.

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Bareiss, Catherine. "Small Department Initiative." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162188.

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Mouga, Teresa, Maria Natália Santos, Maria Sofia Lopes, Gilberto Moiteiro, and Roberto Gamboa. "MAKING INFORMAL LEARNING VISIBLE THROUGH BADGES: CASE STUDY OF BERLENGAS UNESCO BIOSPHERE RESERVE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1327.

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Taylor, Christopher, and Stephen Frezza. "Software Engineering Department Heads Workshop." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659287.

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Reports on the topic "Unesco. Department of Education"

1

Browning, Miriam F., Joan S. Creighton, and Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada264930.

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Jones, L. R., J. L. McCaffery, and M. Gragen. Quality Assurance in Department of Defense Financial Management Education and Training Institutions. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada258780.

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Karlsson, Jenni, and Jenni Karlsson. Memories, machinery and manifestation : mainstreaming gender in a South African provincial education department. University of Kwazulu-Natal, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii061.

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Greebler, Carol S., and J. G. Suarez. An Education and Training Strategy for Total Quality Management in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada211942.

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Crawford, Claire, Rowena Crawford, and Wenchao (Michelle) Jin. The Outlook for Higher Education Spending by the Department for Business, Innovation and Skills. Institute for Fiscal Studies, November 2013. http://dx.doi.org/10.1920/re.ifs.2013.0086.

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Wright, Richard K., Lowell B. Anderson, Jerome Bracken, Marilyn C. Bracken, and Sheila A. Byrd. Review of Department of Defense Education Activity (DODEA) Schools. Volume I: Main Report and Appendixes. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385800.

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Fast, William. Factors Influencing the Effectiveness of Systems Engineering Training and Education in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada543993.

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Gould, III, and Jay W. Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada279155.

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Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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10

Hollenbeck, Kevin, and William Anderson. A Net Impact Analysis of Adult, Job-Specific Training Programs Funded by the Ohio Department of Education. W.E. Upjohn Institute, June 1993. http://dx.doi.org/10.17848/tr93-003.

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