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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Entre el reloj y la brújula: desafíos en la garantía del derecho a la educación y al aprendizajede personas jóvenes y adultas en América Latina y el Caribe; documento de trabajo سنة النشر: 2019 المؤلف: Henry Renna المؤلف المؤسسي: UNESCO Santiago Este documento tiene por objetivo proporcionar una visión general de la educación y del aprendizaje de personas jóvenes y adultas como derecho humano y social. Los instrumentos de derecho vinculante y no vinculante que la sustentan son históricos y de larga data, como también contingentes, amplios y extensos en su alcance, con presencia regional e internacional. El documento muestra —sobre la base de los Indicadores del Objetivo de Desarrollo Sostenible 4 (ODS 4 Agenda 2030)— que los principales desafíos para los países de América Latina y el Caribe tienen relación con la lentitud de los progresos (el desafío del reloj) dejando a muchas y muchos jóvenes y adultos al margen de oportunidades educativas, de conocimientos, habilidades y aptitudes, y privados de alcanzar el bienestar integral. Este informe también sostiene —basado en los informes nacionales del Tercer Reporte Global de Educación y Aprendizaje de Adultos— que muchos desafíos están vinculados con la dirección de las políticas (el desafío de la brújula), con sentidos reduccionistas y homogeneizadores detrás de las instituciones y de la acción pública, lo que precariza y fragiliza la garantía del derecho a la educación y al aprendizaje de las personas jóvenes y adultas. Este documento es consistente con el llamado de la UNESCO a «repensar la educación» e invita a reconstruir en el siglo XXI un mundo y una educación sin muros, donde se difuminen las fronteras mentales e institucionales que reducen, dividen y aislan los sistemas educativos, con el fin de liberar su poder transformador para todos y todas. 
九个人口大国关于2015年后教育的联合声明 : 伊斯兰堡声明 سنة النشر: 2014 المؤلف المؤسسي: UNESCO This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. البيان المشترك للبلدان التسعة ذات الأعداد الضخمة فيما يخص التعليم في مرحلة ما بعد عام 2015 سنة النشر: 2014 المؤلف المؤسسي: UNESCO This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. Declaración Conjunta del Grupo E-9 sobre la Educación Después de 2015: Declaración de Islamabad سنة النشر: 2014 المؤلف المؤسسي: UNESCO This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. 
Education Under Attack 2018 سنة النشر: 2018 المؤلف المؤسسي: Global Coalition to Protect Education from Attack (GCPEA) This report is the fourth edition of Education under Attack. It builds on the 2014 study published by the Global Coalition to Protect Education from Attack and the 2007 and 2010 publications by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The present edition covers the five-year period from January 2013 to December 2017. The previous edition included profiles of 30 countries that had experienced at least five incidents of attacks on education in which students or education personnel were harmed, including at least one direct attack or one person killed, between 2009 and mid-2013. The current study includes profiles of 28 countries that experienced at least 20 attacks on education during the 2013-2017 reporting period, regardless of the severity of the incidents. Although significant data gaps remain and data quality varies, reporting of attacks on education has become more comprehensive and systematic over the last five years.Each country profile includes information on six categories of attacks on education, as relevant: Physical attacks or threats of attacks on schools Physical attacks or threats directed at students, teachers, and other education personnel Military use of schools and universities Child recruitment at, or en route to or from, school or university Sexual violence by armed parties at, or en route to or from, school or university Attacks on higher education 
[Summary] Education Under Attack 2018; Executive Summary سنة النشر: 2018 المؤلف المؤسسي: Global Coalition to Protect Education from Attack (GCPEA) A global study of threats or use of force, either deliberate or indiscriminate, against students, teachers, academics, education support and transport staff or education officials, and against schools, universities and other education institutions carried out for political military, ideological, sectarian, ethnic or religious reasons from 2013 to 2017. [Resumen] Ataques a la Educación 2018; Resumen Ejecutivo سنة النشر: 2018 المؤلف المؤسسي: Global Coalition to Protect Education from Attack (GCPEA) Estudio global de las amenazas o instancias de uso deliberado o indiscriminado de la fuerza contra estudiantes, docentes, académicos, personal auxiliar educativo y de transporte o funcionarios de educación, y contra escuelas, universidades y otras instituciones educativas, perpetradas con fines políticos, militares, ideológicos, sectarios, étnicos o religiosos entre 2013 y 2017. [Résumé] L’education prise pour cible 2018; Un résumé de سنة النشر: 2018 المؤلف المؤسسي: Global Coalition to Protect Education from Attack (GCPEA) Une étude globale des menaces ou de l'usage de la force, délibérée ou non, contre les élèves, les enseignants, les universitaires, le personnel scolaire et des transports ou les agents de l'éducation; et contre les écoles, les universités et autres institutions éducatives, menées pour des raisons politiques, militaires, idéologiques, sectaires, ethniques ou religieuses de 2013 à 2017. Teachers' guide for education for sustainable development in the Caribbean سنة النشر: 2008 المؤلف: Gillian Cambers | Grace Chapman | Paul Diamond | Lorna Down | Anthony D. Griffith | Winthrop Wiltshire المؤلف المؤسسي: UNESCO Santiago The publication “Teachers’ Guide for Education for Sustainable Development in the Caribbean” is geared towards regional teacher-trainers and teachers active at every level of education. Its purpose is two-fold: contribute to the integration of education for sustainable development into teaching practices through education initiatives, originally implemented in the Caribbean that may be feasible to replicate in the various classrooms, schools and communities; promote reflection, discussion and creation of innovative practices that involve all teachers in Decade activities and contribute to the making of sustainable societies. This document illustrates how different wills can come together moved by a desire to materialise common projects. Thus, this effort represents the work of regional specialists working in close cooperation with UNESCO Regional Bureau for Education in Latin America and the Caribbean, as well as the financial support of the Government of Japan. Guide pédagogique pour l'éducation pour le développement durable dans les Caraïbes سنة النشر: 2008 المؤلف: Gillian Cambers | Grace Chapman | Paul Diamond | Lorna Down | Anthony D. Griffith | Winthrop Wiltshire المؤلف المؤسسي: UNESCO Santiago La publication «Guide des enseignants pour l'éducation pour le développement durable dans les Caraïbes» s'adresse aux formateurs et enseignants régionaux actifs à tous les niveaux de l'enseignement. Son objectif est double: contribuer à l'intégration de l'éducation pour le développement durable dans les pratiques d'enseignement à travers des initiatives éducatives, initialement mises en œuvre dans les Caraïbes, qui peuvent être répliquées dans les différentes classes, écoles et communautés; Promouvoir la réflexion, le débat et la création de pratiques novatrices qui impliquent tous les enseignants dans les activités de la Décennie et contribuent à la création de sociétés durables. Ce document illustre la façon dont des volontés différentes peuvent se rencontrer par le désir de concrétiser des projets communs. Cet effort représente donc le travail de spécialistes régionaux travaillant en étroite coopération avec le Bureau régional de l'UNESCO pour l'éducation en Amérique latine et dans les Caraïbes, ainsi que le soutien financier du Gouvernement japonais.