الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Rapport des jeunes 2022: Les acteurs non étatiques dans l’éducation; Qui décide? qui est perdant? سنة النشر: 2022 المؤلف المؤسسي: UNESCO Ce Rapport a été produit en partenariat avec le Forum mondial des étudiants pour vous donner un aperçu du point de vue des jeunes sur les différents rôles et l'impact des acteurs non étatiques de l'éducation. Pour beaucoup, débattre du rôle des acteurs non étatiques de l'éducation se résume rapidement à se demander si les écoles privées sont un atout ou un obstacle à une éducation de qualité. Mais le rôle des acteurs non étatiques a un impact sur bien d'autres aspects du secteur de l'éducation, qu'il s'agisse des manuels scolaires que vous utilisez, de la nourriture dans vos cantines, du soutien scolaire complémentaire que vous recevez, des compétences que vous pouvez acquérir au travail et bien plus encore. Le Rapport invite les jeunes à se joindre à l'appel à #RedéfinirLesRègles lancé aux gouvernements, appel qui garantira que l'implication des acteurs non étatiques ne compromette pas la promesse de fournir un an d'enseignement pré-primaire et douze ans d'enseignement primaire et secondaire gratuit pour tous. 
Non-state Actors in Tertiary Education: A Shared Vision for Quality and Affordability? (Policy Paper 47) سنة النشر: 2022 المؤلف المؤسسي: UNESCO Non-state provision accounts for more than one third of tertiary education students worldwide, a considerably higher share than in primary or secondary education. Providers are diverse, respond to a variety of needs, and often blur the line between the state and non-state sectors. Non-state actors are also important players in the financing of tertiary education through households, market mechanisms and public–private partnerships. As a result, these actors play a significant role in influencing regulations and policymaking, and in shaping the tertiary system as a whole. Governments must ensure quality and equity, the key dimensions of Sustainable Development Goal target 4.3, regardless of how state and non-state actors share responsibilities. Los actores no estatales en la educación superior: ¿Una visión compartida de la calidad y la asequibilidad? (Policy Paper 47) سنة النشر: 2022 المؤلف المؤسسي: UNESCO Los actores no estatales acogen a más de un tercio del alumnado de educación superior en todo el mundo, un porcentaje considerablemente más elevado que en la educación primaria o secundaria. Los proveedores son diversos y responden a una variedad de necesidades, y a menudo no hay una división clara entre los sectores estatal y no estatal. Los actores no estatales son además protagonistas importantes en la financiación de la educación superior a través de los hogares, los mecanismos de mercado y las alianzas público-privadas. A raíz de ello, estos actores desempeñan un papel significativo e influyen en la elaboración de normativas y políticas, así como en la configuración del sistema de educación superior en su conjunto. Los gobiernos deben garantizar la calidad y equidad —las dimensiones clave de la meta 4.3 de los Objetivos de Desarrollo Sostenible (ODS)—, independientemente del modo en que los actores estatales y no estatales compartan responsabilidades. 
What Do We Work for? سنة النشر: 2022 المؤلف المؤسسي: CuriosaMente In this video he presents us the objective of working and how it humanizes or dehumanizes us. It shows how the perspective on work has been changing as time goes by and its meaning for our lives and for the world. ¿Para que trabajamos? سنة النشر: 2022 المؤلف المؤسسي: CuriosaMente En este video nos presenta el objetivo de trabajar y como nos humaniza o deshumaniza. Muestra como la perspectiva sobre el trabajo ha venido cambiando a medida que avanzan los tiempos y su sentido para nuestras vidas y para el mundo. 
حق المرأة في التعليم سنة النشر: 2021 المؤلف: Alya Shaker المؤلف المؤسسي: Qaf TV الفيديو عبارة عن حلقة من برنامج "دولة النساء" في قناة قاف التفاعلية. الحلقة بعنوان "المرأة محقها في التعليم". تناولت فيها المذيعة الموضوع مع الدكتورة "نسيبة جلال". الحلقة ناقشت نظرة الدين الإسلامي الحنيف في حق المرأة في التعليم والأسباب الاجتماعية والاقتصادية التي كانت تمنع المرأة من التعلم وواقعها اليوم وما هي الآثار الإيجابية الكثيرة في حال تعليم المرأة من الناحية الشخصية والاجتماعية والاقتصادية. وأيضا تناقش الأسباب المساعدة على تيسير وتطبيق هذا الحق في أيامنا الحالية. 
Education Investments in Middle East, Eastern and Southern Africa: Gaps & Opportunities Towards Sustainable Financing Beyond GPE Commitments سنة النشر: 2022 المؤلف المؤسسي: Plan International To achieve the goals of the global and continental agendas of repositioning access, equity, quality education and skills development as key drivers of inclusive growth and sustainable development, African governments must provide a level of predictable and sustainable investment in education. With these strategic investments, African countries can change the status quo, accelerate the pace of catching up with the developed countries and be able to compete in an increasingly technology and knowledge-based world where skills have become the “global currency of the 21st century”. Plan International in Middle East, Eastern and Southern Africa commissioned a study to assess the extent to which the Education Sector budget is adequate, gender-responsive and inclusive and to analyse education budget trends between 2019 and 2021. The focus was to generate concrete evidence regarding trends in education sector budget allocations and expenditure. Furthermore, due to the recent pandemic, the study aimed to compare current and previous allocations to detect trends/patterns in allocations and any reallocations due to COVID-19. Specifically, the study sought to: Analyse allocations (and expenditure) to the education sector with a particular focus on initiatives aimed at supporting the provision of gender-responsive and disability-inclusive education in line with the country policies; Assess the efficiency of resource allocation and use against planned expenditure; and Recommend effective strategies for CSOs and citizens to advocate for education budget increase to or above 20% of the national budget and 6% of GDP. The study focused on 10 countries in the region – Kenya, Uganda, Zambia, Malawi, Zimbabwe, South Sudan, Tanzania, Egypt, Somalia and Rwanda. With a multi-pronged research process of budget tracking and analysis, policy analysis, political economy analysis and varied data collection methods – the research findings and recommendations are ready for wider dissemination and use. 
Sustainable Development in the State of Qatar: Achievements and Challenges سنة النشر: 2008 المؤلف: Nuzad Alhiti | Mohammed Almahindi المؤلف المؤسسي: Standing Committee for Housing This book deals with the theoretical frameworks of sustainable development and its applications in the State of Qatar. It has been divided into four chapters. The first chapter deals with a statement of the concept of sustainable development, its dimensions and the development it has witnessed, as well as clarification of the indicators of sustainable social, economic, environmental and institutional development. The second chapter reviews the institutional and legislative developments for sustainable development in the State of Qatar, and the most important initiatives undertaken by the state to achieve sustainable development, in addition to a statement of the most important strategies and policies developed by the state in the social, economic, environmental and institutional fields of sustainable development. As for the third chapter, it deals with the analysis of the most important indicators of sustainable social, economic, environmental and institutional development, and its strengths and weaknesses, while the fourth and final chapter reviews the most important challenges facing sustainable development in the State of Qatar. 
Education: Still Searching for Utopia? (The UNESCO Courier no. 1, January-March 2018) سنة النشر: 2018 المؤلف المؤسسي: UNESCO At a time of heightened global tension, when human rights, freedom of speech, peace and the future of the planet itself may seem challenged as never before, the transformational power of education is of critical importance.In Learning: The Treasure Within, the landmark Report to UNESCO by the International Commission on Education for the Twenty-first Century in 1996, Jacques Delors, then Chairman of the Commission (1992 to 1996), spoke of education as “the necessary Utopia” and “an indispensable asset in its attempt to attain the ideals of peace, freedom and social justice.”Education was held up as neither miracle nor magic, but rather the best means to foster a climate where humanity would be improved −. and where the rich potential for learning, inherent in every individual, would be tapped. Our humanity is confronted with a very strange paradox: the world’s population has never been better educated, and yet, according to the UNESCO Institute for Statistics, 263 million children and young people are out of school, 617 million children and adolescents worldwide do not meet the minimum threshold for literacy and mathematics, at least 750 million adults are illiterate, and girls remain more likely than boys to never set foot in a classroom. Yet education is still called upon to address inequalities, poverty, terrorism and conflict. It is seen as one of the keys to global citizenship and sustainable development, two of UNESCO’s fields of action. The Organization is also mandated to lead the Education 2030 global agenda with a special focus on ensuring that no one is left behind. Under the title, “Education: Still searching for Utopia?”, the UNESCO Courier evaluates the state of global education and explores how it responds to some of the main challenges we face. 
¿Y el Derecho a la Ciudad? Aproximaciones al Racismo, la Dominación Patriarcal y las Estrategias Feministas de Resistencia en Cali, Colombia سنة النشر: 2015 المؤلف: Vicenta Moreno Hurtado | Debaye Mornan Este artículo busca dar visibilidad a algunas estrategias espaciales de resistencia desarrolladas por mujeres negras del Distrito de Aguablanca (DA), en el Oriente de Cali, Colombia, frente a la violencia sistemática a la que se ven diariamente sometidas. Contextualizamos estas violencias sistemáticas como producto del destierro, el paramilitarismo y la segregación espacial en la ciudad. Se busca también discutir cómo las mujeres negras resisten a la estigmatización, la marginación política y la muerte en una ciudad racialmente dividida. Las preguntas que orientan este articulo son: ¿Cuál es el papel del racismo y la dominación patriarcal en la producción de las “geografías de la violencia” en Cali? ¿Cuáles son las estrategias de resistencia desarrolladas por las mujeres negras en estas topografías de la violencia? En últimas, el artículo busca contraponerse a las narrativas académicas y discursos políticos que criminalizan la vida de la gente negra en los sectores populares y que generalmente presentan a las mujeres negras solamente como víctimas, o como desorganizadas y apolíticas.