الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 103 نتيجة
Strong foundations for gender equality in early childhood care and education: advocacy brief سنة النشر: 2007 المؤلف المؤسسي: UNESCO The term Early Childhood Care and Education (ECCE) refers to services for children from birth to eight years of age. These include educating parents in how to care for their children and help them learn, as well as providing community-run and formal preschool programmes for pre-primary school-aged boys and girls. Given the varying needs of children from birth to eight years, educators have found it best to have different policies and strategies for children below and above three years of age. This brief focuses on the gender issues in the services provided for children who are three years of age or older in the Asia-Pacific region. Its scope is informed by UNESCO's commitment to holistic pre-primary services for this age group. The goal is to provide early childhood education that helps girls and boys succeed in primary school and in learning throughout their lives. The brief starts by looking into the growth of ECCE in the Asia-Pacific region and what is driving this growth. It explores why gender responsiveness is important in early childhood education, gives practical examples of what this looks like, and discusses the challenges of providing ECCE that equally values and benefits each girl and each boy. Flowing from this, the brief concludes with recommendations on how to make ECCE more gender responsive De solides fondations pour l'égalité des sexes dans les soins de la petite enfance et de l'éducation: le plaidoyer bref سنة النشر: 2007 المؤلف المؤسسي: UNESCO Le terme de l’éducation et la protection de la petite enfance (EPPE) fait référence aux services pour les enfants de la naissance à huit ans. Ceux-ci incluent l'éducation des parents dans la façon de prendre soin de leurs enfants et de les aider à apprendre, ainsi que de fournir des programmes formels préscolaires gérés par la communauté et pour les garçons et les filles d'âge scolaire pré-primaire. Compte tenu des divers besoins des enfants de la naissance à huit ans, les éducateurs ont trouvé préférable d'avoir des politiques et des stratégies pour les enfants de moins et de plus de trois ans. Ce bref se concentre sur les questions de genre dans les services fournis aux enfants qui sont de trois ans ou plus dans la région Asie-Pacifique. Son champ d'application est informé par l'engagement de l'UNESCO aux services pré-primaires holistiques pour ce groupe d'âge. L'objectif est de fournir une éducation de la petite enfance qui aide les filles et les garçons à réussir à l'école primaire et dans l'apprentissage tout au long de leur vie. Les brèves commence par la recherche dans la croissance de l'EPPE dans la région Asie-Pacifique et ce qui est le moteur de cette croissance. Il explore pourquoi le genre de réaction est important dans l'éducation de la petite enfance, donne des exemples concrets de ce que cela ressemble, et examine les défis de fournir EPPE que de façon égale les valeurs et les avantages de chaque fille et chaque garçon. Découlant de cela, le mémoire se termine par des recommandations sur la façon de rendre sensible EPPE plus le sexe. 
Rapport relatif à l'enquête sur la mise en oeuvre de la Feuille de route pour l'éducation artistique سنة النشر: 2010 المؤلف المؤسسي: UNESCO The Road Map for Arts Education is a reference document that aims to explore the role of arts education in meeting the need for creativity and cultural awareness in the 21st Century, while placing emphasis on the strategies required to introduce or promote arts education in the learning environment. Within this conceptual framework, all UNESCO Member States interested in initiating or developing arts education practices can mould their own national policy guidelines, adapted to their socio-cultural specificities. With the Road Map, UNESCO advocates the essential role of arts education within societies, to create a common ground of understanding for all stakeholders. The development of the Road Map for Arts Education was a lengthy and comprehensive consultation process. The document was first elaborated by a group of experts and UNESCO, then presented at the First World Conference on Arts Education (Lisbon, 2006) and later revised and updated, following recommendations from NGOs and Member States. The Road Map was finally distributed to the UNESCO Member States in November 2007 in English and French and then translated into Spanish and Russian following popular demand. More than a year after this distribution, UNESCO launched a wide-ranging survey in order to assess the implementation of the Road Map in its 193 Member States. Through its National Commissions, the Organization relayed this document to Ministries of both Education and Culture. The aim of this exercise was threefold: to learn whether the Road Map was being applied and to what extent it was influencing policy decisions at national level; to act as a reminder of the importance of the UNESCO reference document and encourage its use; finally, to assess the situation of arts education in the responding countries. Thus, this survey not only acted as a catalyst for the implementation of the Road Map, but also provided precious knowledge on arts education around the world. The Member States’ responses also contributed greatly to the Second World Conference on Arts Education (Seoul, May 2010), inspiring one of its main themes and the topics for a number of workshops. They also encouraged a more integral participation of these States in the conference through preparatory consultations. Report on the survey on the implementation of the road map for arts education سنة النشر: 2010 المؤلف المؤسسي: UNESCO The Road Map for Arts Education is a reference document that aims to explore the role of arts education in meeting the need for creativity and cultural awareness in the 21st Century, while placing emphasis on the strategies required to introduce or promote arts education in the learning environment. Within this conceptual framework, all UNESCO Member States interested in initiating or developing arts education practices can mould their own national policy guidelines, adapted to their socio-cultural specificities. With the Road Map, UNESCO advocates the essential role of arts education within societies, to create a common ground of understanding for all stakeholders. The development of the Road Map for Arts Education was a lengthy and comprehensive consultation process. The document was first elaborated by a group of experts and UNESCO, then presented at the First World Conference on Arts Education (Lisbon, 2006) and later revised and updated, following recommendations from NGOs and Member States. The Road Map was finally distributed to the UNESCO Member States in November 2007 in English and French and then translated into Spanish and Russian following popular demand. More than a year after this distribution, UNESCO launched a wide-ranging survey in order to assess the implementation of the Road Map in its 193 Member States. Through its National Commissions, the Organization relayed this document to Ministries of both Education and Culture. The aim of this exercise was threefold: to learn whether the Road Map was being applied and to what extent it was influencing policy decisions at national level; to act as a reminder of the importance of the UNESCO reference document and encourage its use; finally, to assess the situation of arts education in the responding countries. Thus, this survey not only acted as a catalyst for the implementation of the Road Map, but also provided precious knowledge on arts education around the world. The Member States’ responses also contributed greatly to the Second World Conference on Arts Education (Seoul, May 2010), inspiring one of its main themes and the topics for a number of workshops. They also encouraged a more integral participation of these States in the conference through preparatory consultations. 
UN Decade of Education for Sustainable Development, 2005-2014: the DESD at a glance سنة النشر: 2005 المؤلف المؤسسي: UNESCO This document briefs on the Decade of Education for Sustainable Development (DESD), detailing its objectives, the implementation plans, good practices, and challenges that DESD faces. Décennie des Nations Unies pour l'Éducation au Développement Durable, 2005-2014: l'DEED un coup d'oeil سنة النشر: 2005 المؤلف المؤسسي: UNESCO Ce document mémoires sur la Décennie de l'Éducation pour le Développement Durable (DEDD), détaillant ses objectifs, les plans de mise en œuvre, les bonnes pratiques et les défis auxquels fait face DEDD. 
Education for All 2000-2015: Achievements and Challenges; Education for All Global Monitoring Report, 2015; Youth Version سنة النشر: 2015 المؤلف المؤسسي: UNESCO This report highlights the progress and challenges of education that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives and hope for the future. L'Education pour tous 2000-2015: progrès et enjeux, rapport mondial de suivi sur l'EPT, 2015, youth version سنة النشر: 2015 المؤلف المؤسسي: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. La Educación para Todos, 2000-2015: logros y desafíos, informe de seguimiento de la EPT en el mundo, 2015: youth version سنة النشر: 2015 المؤلف المؤسسي: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. 
Regional overview: Central and Eastern Europe and Central Asia سنة النشر: 2015 المؤلف المؤسسي: UNESCO Central and Eastern Europe (CEE) and Central Asia (CA) have both made significant advances towards Education for All (EFA) since 1999. However, the 2015 EFA Global Monitoring Report shows that despite progress, Education For All remains unfinished business, including in Central and Eastern Europe and in Central Asia. This must be taken into account in the post-2015 agenda.