Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,367 Results found
Valuable Knowledge on Invaluable Water Year of publication: 2020 Corporate author: Regional Environmental Centre for Central Asia (CAREC) UzWaterAware Water Awareness Children's Learning Book “Valuable knowledge about invaluable water” is an illustrated children's collection on the respectful and respectful attitude to water resources, prepared as part of the UzWaterAware project. The project is implemented by CAREC with financial support from the European Union. National partner: Ministry of Water Resources of the Republic of Uzbekistan.The publication was prepared in the framework of the project’s cooperation with the only children’s eco-magazine “Rodnichok” (Uzbek. “Buloqcha”) of the Ecological Movement of Uzbekistan in Uzbekistan.The book, in a language accessible to children and in a fascinating, colorful format, provides information on the world’s water reserves, the main waterways of Uzbekistan, tells what “virtual water” is, water-saving technologies, and also provides many interesting facts, experiments with water, riddles, crosswords, etc. Ценные знания о бесценной воде Year of publication: 2020 Corporate author: Regional Environmental Centre for Central Asia (CAREC) Детская познавательная книжка проекта UzWaterAware по водной осведомленности «Ценные знания о бесценной воде» - это иллюстрированный детский сборник о бережном и уважительном отношении к водным ресурсам, подготовленный в рамках проекта UzWaterAware. Проект реализуется РЭЦЦА при финансовой поддержке Европейского Союза. Национальный партнер: Министерство водного хозяйства РУ.Издание подготовлено в рамках сотрудничества проекта с единственным в Узбекистане детским эко-журналом «Родничок» (узб. «Buloqcha») Экологического движения Узбекистана.В книжке на доступном для детей языке и в увлекательном, красочном формате представлена информация о мировых запасах воды, основных водных артериях Узбекистана, рассказывается, что такое «виртуальная вода», водосберегающие технологии, а также приводится множество интересных фактов, опытов с водой, загадок, кроссвордов и т.д. 
Report on the 10th Anniversary Central Asian Leadership Programme on Environment for Sustainable Development and the Regional Training Course on Water Diplomacy with a Special Focus on Gender-Sensitive Negotiation and Mediation Skills; September16–25,2019 Year of publication: 2019 Corporate author: Regional Environmental Centre for Central Asia (CAREC) The publication is a report on the 10th anniversary of the Central Asian Environment Leadership Program for Sustainable Development (September 16-22, 2019) and the OSCE regional water diplomacy training, with a special focus on gender-sensitive negotiation and mediation skills (23-25 September 2019), prepared by CAREC in cooperation with regional and international partners. Отчет о 10-й Юбилейной Центрально-Азиатской Программе Лидерства по окружающей среде для устойчивого развития;16-22 сентября 2019 года и Региональном тренинге ОБСЕ по водной дипломатии с особым акцентом на навыки ведения переговоров и медиацию с учетом ген Year of publication: 2019 Corporate author: Regional Environmental Centre for Central Asia (CAREC) Публикация является отчетом о 10-й юбилейной центральноазиатской программе лидерства по окружающей среде для устойчивого развития (16-22 сентября 2019 г.) и региональном тренинге ОБСЕ по водной дипломатии с особым акцентом на навыки ведения переговоров и медиацию с учетом гендерных факторов (23-25 сентября 2019 г.), подготовленной РЭЦЦА в сотрудничестве с региональными и международными партнерами. 
Resolution 2178 (2014) Adopted by the Security Council at Its 7272nd Meeting, on 24 September 2014 Year of publication: 2014 Corporate author: United Nations Security Council Cette résolution a élargi le cadre de lutte contre le terrorisme en imposant des obligations aux États membres pour répondre à la menace des combattants terroristes étrangers. Grâce à la Résolution, le Conseil a condamné l'extrémisme violent et a décidé que les États Membres, conformément au droit international, empêcher le "recrutement, l'organisation, le transport ou l'équipement des personnes qui voyagent à un État autre que leur État de résidence ou de nationalité aux fins de le preperation, la planification de la, de la participation à des actes terroristes". Se déclarant préoccupée par la création de réseaux terroristes internationaux, le Conseil a souligné la «nécessité particulière et urgente" pour empêcher le Voyage et soutien aux combattants terroristes étrangers associés à l'État Islamique en Irak et au Levant (EIIL), Al-Nusra Avant (ANL) et d'autres sociétés affiliées ou des groupes dissidents d'Al-Qaida. Dans ce contexte, le Conseil, par la résolution, a décidé que tous les États doivent veiller à ce que leurs systèmes juridiques prévoient la poursuite, comme des infractions pénales graves, de Voyage pour le terrorisme ou la formation connexe, ainsi que le financement ou la facilitation de ces activités. États membres, il a également décidé, empêcher l'entrée ou le transit sur leur territoire de toute personne au sujet de laquelle cet état avait des informations crédibles de leurs intentions liées au terrorisme, sans préjudice de transit nécessaires à la poursuite des procédures judiciaires. Il a appelé les États à exiger des compagnies aériennes de fournir des listes de passagers à cette fin. Décrivant de nouvelles mesures de coopération internationale pour lutter contre le terrorisme international et d'empêcher la croissance de l'extrémisme violent, il est déclaré prêt à désigner des personnes supplémentaires pour des sanctions listes, et dirigé les organes subsidiaires lutte contre le terrorisme de l’ONU de consacrer une attention particulière aux combattants terroristes étrangers, l'évaluation de la menace qu'ils représentaient et les rapports sur les principales lacunes dans les capacités des États membres à supprimer leur voyage. 2014년 9월 24일, 제 7272차 회의에서 유엔 안전 보장 이사회에 의해 채택된 결의안 2178 (2014) Year of publication: 2014 Corporate author: United Nations Security Council 이 결의안은 회원국들이 외국 테러리스트 전사들의 위협에 대응할 의무를 부과함으로써 대테러 프레임워크를 확대시켰다. 이 결의안을 통해 이사회는 폭력적 극단주의를 유죄로 선포하고, 회원국이 국제법에 따라 “테러리스트 활동에 참여, 준비, 계획할 목적으로 출생 또는 거주국 이외의 다른 국가로 여행하는 개인의 모집, 조직, 운송 또는 관련 장비 설치”를 금지할 것을 결정하였다. 국제 테러리스트 네트워크 구축에 대한 우려를 표명한 이사회는 이슬람 국가와 레반트(ISIL), 알 누스라 프론트(ANL) 및 알 – 카에다(Al-Qaida)의 분파 또는 연계 단체로의 외국 테러리스트 전사의 여행과 지원을 방지하기 위한 "특별하고 긴급한 필요성”을 강조했다. 이와 같은 맥락에서 이사회는 본 결의안을 통해, 모든 국가는 테러를 위한 여행 또는 테러 훈련, 테러 활동을 위한 자금 조달 혹은 자금 조장을 심각한 범죄행위로 규정하여 기소를 하도록 결정했다. 또한 회원국은 사법절차 발전에 필요한 체계를 침해함 없이, 테러리스트와 관련된 그 어떤 정보와 의도에 대해 신뢰할만한 정보를 가지고 있는 개인에 대해서는 그들이 자국 영토로 출입하는 것을 막아야 한다. 이 결의안은 회원국들이 항공사에게 승객 명부를 제공하도록 요구했다. 또한 국제 테러에 대응하기 위한 국제 협력 방안을 마련하고, 폭력적 극단주의의 성장을 막기 위해 추가 제제 대상을 지정하고, 유엔 대테러 보조 기구가 해외 테러 전사들에게 특별한 관심을 기울이도록 촉구하며, 그들이 제기한 위협을 평가하고, 회원국들의 여행 억제 능력의 주요 격차에 대해서도 보고한다. 
Keeping Girls in the Picture: Community Radio Toolkit Year of publication: 2020 Corporate author: UNESCO | Global Education Coalition This toolkit is to help you to get stories and messages about this vital issue out to your audience. We want it to make an impact on people’s lives. We hope this toolkit will support you in creating exciting and memorable content for community radio programmes wherever you are.This toolkit contains the messages and facts from the global campaign. It has not been tailored for any specific region, country or area. We count on you to consider how to make this campaign most relevant to your audiences - drawing on local data and voices from your communities.The toolkit suggests several types of shows that community radio stations can create. If you want to include specific facts and statistics about your country, area or community, please work with organizations in your local network that can help. Resolution 2178 (2014) Adopted by the Security Council at Its 7272nd Meeting, on 24 September 2014 Year of publication: 2014 Corporate author: United Nations Security Council This resolution expanded the counter-terrorism framework by imposing obligations on member states to respond to the threat of foreign terrorist fighters. Through the resolution, the Council condemned violent extremism and decided that Member States shall, consistent with international law, prevent the "recruiting, organizing, transporting or equipping of individuals who travel to a State other than their States of residence or nationality for the purpose of the preperation, planning of, of participation in terrorist acts." Expressing concern over the establishment of international terrorist networks, the Council underscored the "particular and urgent need" to prevent the travel and support for foreign terrorist fighters associated with the Islamic State and the Levant (ISIL), Al-Nusra Front (ANL) and other affiliates or splinter groups of Al-Qaida. In that context, the Council, through the resolution, decided that all States shall ensure that their legal systems provide for the prosecution, as serious criminal offences, of travel for terrorism or related training, as well as the financing or facilitation of such activities. Member States, it also decided, shall prevent entry or transit through their territories of any individual about whom that state had credible information of their terrorist-related intentions, without prejudice to transit necessary for the furtherance of judicial processes. It called on States to require airlines to provide passenger lists for that purpose. Outlining further measures for international cooperation to counter international terrorism and prevent the growth of violent extremism, it expressed readiness to designate additional individuals for sanctions listings, and directed the United Nations counter-terrorism subsidiary bodies to devote special focus to foreign terrorist fighters, assessing the threat they posed and reporting on principal gaps in Member States' abilities to suppress their travel. 
Education in the Time of COVID-19 (COVID-19 Report; ECLAC-UNESCO) Year of publication: 2020 Corporate author: Economic Commission for Latin America and the Caribbean (ECLAC) | UNESCO Santiago The coronavirus disease (COVID-19) pandemic has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. The Economic Commission for Latin America and the Caribbean (ECLAC) has argued that even before the pandemic hit, the social situation in the region was deteriorating, owing to rising rates of poverty and extreme poverty, the persistence of inequalities and growing social discontent. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty. Meanwhile, UNESCO has identified major gaps in educational outcomes, which are related to the unequal distribution of teachers in general, and of the best qualified teachers in particular, to the detriment of lower-income countries and regions and of rural areas, where indigenous and migrant populations tend to be concentrated.In the sphere of education, many of the measures that the region’s countries have adopted in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main areas of action: the deployment of distance learning modalities through a variety of formats and platforms (with or without the use of technology); the support and mobilization of education personnel and communities; and concern for the health and overall well-being of students.The aim of this document is to shed light on various consequences that these measures will have on educational communities in the short and medium term, and to offer key recommendations on how to manage those consequences in the best possible manner, drawing attention to opportunities for learning and innovation in the post-pandemic education system. La educación en tiempos de la pandemia de COVID-19 (Inform COVID-19; CEPAL-UNESCO) Year of publication: 2020 Corporate author: Economic Commission for Latin America and the Caribbean (ECLAC) | UNESCO Santiago La pandemia de enfermedad por coronavirus (COVID-19) ha provocado una crisis sin precedentes en todos los ámbitos. En la esfera de la educación, esta emergencia ha dado lugar al cierre masivo de las actividades presenciales de instituciones educativas en más de 190 países con el fin de evitar la propagación del virus y mitigar su impacto.La Comisión Económica para América Latina y el Caribe (CEPAL) ha planteado que, incluso antes de enfrentar la pandemia, la situación social en la región se estaba deteriorando, debido al aumento de los índices de pobreza y de pobreza extrema, la persistencia de las desigualdades y un creciente descontento social. En este contexto, la crisis tendrá importantes efectos negativos en los distintos sectores sociales, incluidos particularmente la salud y la educación, así como en el empleo y la evolución de la pobreza. Por su parte, la UNESCO ha identificado grandes brechas en los resultados educativos, que se relacionan con una desigual distribución de los docentes, en general, y de los docentes mejor calificados, en particular, en desmedro de países y regiones con menores ingresos y de zonas rurales, las que suelen concentrar además a población indígena y migrante.En el ámbito educativo, gran parte de las medidas que los países de la región han adoptado ante la crisis se relacionan con la suspensión de las clases presenciales en todos los niveles, lo que ha dado origen a tres campos de acción principales: el despliegue de modalidades de aprendizaje a distancia, mediante la utilización de una diversidad de formatos y plataformas (con o sin uso de tecnología); el apoyo y la movilización del personal y las comunidades educativas, y la atención a la salud y el bienestar integral de las y los estudiantes.El objetivo de este documento es visibilizar la diversidad de consecuencias que estas medidas tendrán sobre las comunidades educativas a corto y mediano plazo, así como plantear las principales recomendaciones para sobrellevar el impacto de la mejor manera posible, proyectando oportunidades para el aprendizaje y la innovación en la educación posterior a la pandemia.