Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
110 resultados encontrados
유네스코 제6차 세계성인교육회의 중간회의 수원-오산 선언문: 성인학습 교육(ALE)의 힘; 2030년을 향한 비전 Año de publicación: 2018 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) 2009년 12월 브라질 벨렘에서 개최된 제6차 세계성인교육회의(CONFINTEA VI)에서 벨렘 실행계획(Belém Framework for Action)이 채택되었다. 벨렘 실행계획은 회원국의 성인학습과 교육에 대한 공약을 기록하고, 평생학습 관점에서 성인학습과 교육의 세계적 발전을 위한 전략적 지침을 제시하였다. 2016년 발간된 유네스코의 제3차 성인학습과 교육(ALE)에 관한 글로벌 보고서(GRALE III)에서는 설문조사를 통해 수집된 데이터를 기반으로 2009년 제6차 회의 당시 회원국이 제시한 공약의 이행 현황을 평가하는 한편, 2030 지속가능발전의제(2030 Agenda for Sustainable Development) 이행에 있어 성인학습과 교육이 기여할 수 있는 부분을 강조하였다. 2017년 10월 대한민국 수원시에서 개최된 제6차 세계성인교육회의 중간회의(CONFINTEA VI Mid-Term Review)에서 회원국들은 지난 8년 동안 이행된 활동 현황을 검토하고, 2019년 발간 예정인 제4차 성인학습과 교육(ALE)에 관한 글로벌 보고서(GRALE IV)를 준비하였다. 이 선언문은 성인학습과 교육에 대한 각국 대표의 전반적 관점과 그들이 제시하는 미래에 대한 권고안이다. 
Recommendation on Adult Learning and Education, 2015 Año de publicación: 2016 Autor corporativo: UNESCO | UNESCO Institute for Lifelong Learning (UIL) The Recommendation on Adult Learning and Education was adopted at the 38th Session of the UNESCO General Conference in November 2015. The Recommendation supports the Education 2030 Framework for Action, reflects global trends, and will guide the transformation and expansion of equitable learning opportunities for youth and adults. The 2015 Recommendation takes a comprehensive and systematic approach to ALE, defining three key domains of learning and skills: literacy and basic skills; continuing education and vocational skills; as well as liberal, popular and community education and citizenship skills.It also describes five transversal areas of action: policy; governance; financing; participation, inclusion and equity; and quality. These areas of action were already introduced to the international community in the Belém Framework for Action, adopted at CONFINTEA in 2009 as a means of guiding Member States in improving ALE. This integrative and consistent approach to ALE will help Member States to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Sustainable Development Goal 4). Рекомендация об обучении и образовании взрослых Año de publicación: 2016 Autor corporativo: UNESCO | UNESCO Institute for Lifelong Learning (UIL) Рекомендация об обучении и образовании взрослых была принята на 38-й сессии Гене-ральной конференции ЮНЕСКО в ноябре 2015 г. Данная рекомендация направлена на поддержку осуществления рамочной программы действий «Образование-2030», она учитывает глобальные тенденции и будет способствовать трансформации обучения и образования взрослых и расширению равных возможностей в этой области.Рекомендация 2015 г. подходит к ООВ комплексно и системно и определяет три основные области обучения и приобретения навыков: грамотность и базовые навыки, непрерывное повышение образовательных и профессиональных навыков и либеральное, народное и общинное образование и гражданские навыки. В ней также описываются пять сквозных направлений деятельности: политика, управление, финансирование, участие, инклюзивность и равенство, а также качество. Данные области деятельности уже представлялись международному сообществу в Беленских рамках действий, принятых на КОНФИНТЕА в 2009 г. в качестве инструмента для содействия государствам-членам в совершенствовании ООВ. Такой комплексный и согласованный подход к ООВ поможет государствам-членам обеспечить всеохватное и справедливое качественное образование и поощрение возможности обучения на протяжении всей жизни для всех (цель 4 в области устойчивого развития). 
El aprendizaje basado en la comunidad para el desarrollo sostenible (Notas sobre Política del UIL Nº 8) Año de publicación: 2017 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) La Agenda 2030 para el Desarrollo Sostenible 2030 establece metas ambiciosas y universales para transformar el mundo, que mantienen el equilibrio entre las dimensiones económica, social y ambiental del desarrollo sostenible. Para superar los desafíos que suponen esas metas y asegurarse de que no se excluye a nadie, es primordial que las comunidades locales participen en la planificación y gestión del desarrollo sostenible y en la promoción de estilos de vida sostenibles. La Agenda 2030 comprende todos los aspectos de la vida, lo que supone que para sacar el máximo provecho de las posibilidades que brinda el aprendizaje y que contribuya plenamente a la Agenda, debe entenderse como un proceso permanente a lo largo de toda la vida. Para que se cumplan los 17 Objetivos de Desarrollo Sostenible, debe reconocerse y fomentarse en todos los países del mundo la importancia de la educación no formal basada en la comunidad y del aprendizaje informal para los niños, los jóvenes y los adultos, especialmente de los que no participan en la educación o forman parte de colectivos marginados o vulnerables de la sociedad. En las presentes Notas sobre política se proponen seis principios de actuación y se formulan cuatro recomendaciones para la adopción de políticas, con el propósito de impulsar el aprendizaje basado en la comunidad para el desarrollo sostenible. Se resumen asimismo las lecciones extraídas en todo el mundo a partir de experiencias fructíferas de ese tipo de aprendizaje. L’apprentissage communautaire pour le développement durable (Note d’orientation n° 8 de l’UIL) Año de publicación: 2017 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) Le Programme de développement durable à l’horizon 2030 définit des objectifs universels ambitieux pour transformer notre monde, qui visent à équilibrer les dimensions économiques, sociales et environnementales du développement durable. Pour relever les défis que posent ces objectifs et veiller à ce que personne ne soit laissé pour compte, il est crucial d’impliquer les communautés locales dans la planification et la gestion du développement durable ainsi que dans la promotion de modes de vie durables. Afin que l’apprentissage réalise son potentiel et contribue pleinement à un Programme qui englobe tous les aspects de notre vie, il doit être considéré comme un processus tout au long de la vie et dans tous les aspects de la vie. Si nous voulons atteindre les 17 objectifs pour le développement durable, il nous faut reconnaître la pertinence de l’éducation communautaire non formelle et de l’apprentissage informel pour les enfants, les jeunes et les adultes, en particulier ceux qui ne sont pas scolarisés ou qui sont issus des secteurs marginalisés ou défavorisés de la société, et encourager cette éducation et cet apprentissage dans tous les pays du monde.La présente note d’orientation propose six principes d’action et formule quatre recommandations politiques pour faire progresser l’apprentissage communautaire tout au long de la vie en vue du développement durable. Ces principes et recommandations tirent les leçons du succès de l’apprentissage communautaire pour le développement durable à partir d’études de cas recueillies dans le monde entier. Обучение местных сообществ для устойчивого развития (Бюллетень UIL №8) Año de publicación: 2017 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) Повестка Устойчивого Развития 2030 ставит перед собой амбициозные цели по преобразованию нашего мира, уравновешивая экономические, социальные и экологические аспекты устойчивого развития. Для решения проблем, проистекающих из этих целей, а также для обеспечения того, чтобы не было отстающих, крайне важно, чтобы местные сообщества участвовали в планировании и управлении устойчивым развитием и поощрении устойчивого образа жизни.Повестка 2030 охватывает все аспекты нашей жизни, подразумевая, что обучение, если оно должно вносить свой вклад в эту повестку, должно рассматриваться и как обучение на протяжении всей жизни, и как обучение на всю жизнь. Актуальность неформального образования на уровне сообществ и неформального обучения для детей, молодежи и взрослых, особенно тех, которые не имеют отношения к образованию, или являются представителями уязвимых слоев общества, или находятся в неблагоприятном положении, должна быть признана и поощряться во всех странах мира, если будут достигнуты 17 целей стойчивого развития.В этой сводке предлагается шесть принципов действий и четыре рекомендации по политике, направленные на то, чтобы продвинуть обучение на протяжении всей жизни для устойчивого развития. Они обобщают уроки успешного обучения на уровне местных сообществ для устойчивого развития во всем мире. Community-based Learning for Sustainable Development (UIL policy brief 8) Año de publicación: 2017 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) The 2030 Agenda for Sustainable Development sets ambitious goals to transform our world, balancing the economic, social and environmental dimensions of sustainable development. To rise to the challenges posed by these goals and to ensure no one is left behind, it is critically important that local communities are involved in the planning and management of sustainable development and the promotion of sustainable lifestyles. The 2030 Agenda encompasses all aspects of our lives, which implies that learning, if it is to contribute fully to this agenda, must be seen as both lifelong and life-wide. The relevance of community-based non-formal education and informal learning for children, young people and adults, especially those not in education or from marginalized or disadvantaged parts of society, must be recognized and fostered in every country of the world if the 17 Sustainable Development Goals are to be met. This Policy Brief proposes six action principles and four policy recommendations to advance community-based lifelong learning for sustainable development. They summarize the lessons of successful community-based learning for sustainable development, drawn from around the world. 
Recognition, Validation and Accreditation of Youth and Adult Basic Education as a Foundation of Lifelong Learning Año de publicación: 2018 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) Since its 2005 General Conference, UNESCO has supported the recognition, validation and accreditation (RVA) of the outcomes of nonformal and informal learning for youth and adults and acknowledged the importance of RVA in the development of lifelong learning systems. More recently, the UNESCO Institute for Lifelong Learning, in partnership with UNESCO’s Section of Partnerships, Cooperation and Research, has undertaken a number of comprehensive analyses of policy and practice in this area. These studies have highlighted the need to focus on the RVA of non-formal basic education.Globally, the scale of need is enormous. There are significant challenges in integrating the recognition, validation and accreditation of the outcomes of non-formal and informal learning at the basic education level into existing RVA systems and in enabling young people and adults without basic education to complete such processes successfully.This report summarizes the research and policy dialogue of an international expert group invited by UNESCO to three meetings in 2016. It focuses on three themes – principles, policy and practice – and provides examples of how the issue is being approached across the world. It offers 12 conclusions, based on the evidence considered by the expert group, and proposes a number of key messages for stakeholders in Member States, including policy-makers and the research community. 
Promoting Lifelong Learning for All: The Experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania Año de publicación: 2018 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project supporting the promotion of lifelong learning for all in selected African countries. The project aims to increase the capacity of policy-makers and researchers to develop national policies and strategies that will establish lifelong learning systems in Africa, ultimately contributing to the 2030 Agenda for Sustainable Development.This publication showcases the advancements made by five African countries in promoting and implementing lifelong learning as per the recommendations outlined in Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania (UIL, 2014). This continuous assessment and review of the countries’ progress can help monitor the reforms and developments taking place, and can contribute to the sharing of promising practices. The four main sections of the report include an introduction with the background to and methodology of the study; the origin, essence and benefits of lifelong learning; a compendium of good practices in promoting lifelong learning for all; and a conclusion comprising reflections on how progress can be accelerated in the region as well as potential collaboration opportunities with the UNESCO Institute for Lifelong Learning (UIL).Attempts to implement lifelong learning concepts in the five African countries has seen mixed results, but advancements are being made. It is hoped that this synthesis report will help foster the exchange of successful practices among the countries and the further development of lifelong learning policies and strategies across the African continent. 
Literacy and the Promotion of Citizenship: discourses and effective practices Año de publicación: 2008 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) The UNESCO Institute for Lifelong Learning and its partners, the Agence Nationale de Lutte Contre L’Illettrisme (ANLCI) and the UNESCO French National Commission, organized a Regional Meeting on “Literacy and the Promotion of Citizenship: The Challenge of Learning” from 2-5 April 2005 in Lyon, France. Participants from 38 countries of what UNESCO considers to be the European Region (i.e. Europe, Canada, Israel and the United States of America) reviewed pertinent policies and shared good practices.By focusing on the theme of citizenship, the meeting sought to establish a link between literacy and the empowerment of citizens. This publication brings together the main presentations from that meeting, and as such documents the diversity of literacy-related thinking and practice in the region.