Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
1,295 resultados encontrados
Learn, Protect, Respect, Empower: The Status of Comprehensive Sexuality Education in Asia and the Pacific; A Summary Review 2020 Año de publicación: 2021 Autor corporativo: United Nations Population Fund (UNFPA) | UNESCO | International Planned Parenthood Federation (IPPF) More than half of the world’s 1.8 billion young people aged 10–24 live in the Asia and Pacific region1 and a majority of them live in low and middle-income countries. In spite of their diverse socio-economic contexts, young people across this vast region commonly face limited access to sexual and reproductive health and rights (SRHR) information and services, including age-appropriate comprehensive sexuality education. Of the 13 million adolescent girls globally with an unmet need for contraception, approximately half live in Asia-Pacific, leading to an estimated 3.7 million births to adolescent girls in the region annually. In addition, around 82,000 young people are infected with HIV each year in the region. As adolescents transition through to adulthood, it is crucial that they are equipped with the necessary knowledge, attitudes and skills to support their health and wellbeing, regardless of age, sex, marital status, socioeconomic status, ethnicity, sexual orientation or gender identity. School-based and age-appropriate comprehensive sexuality education (CSE) is an effective means of reaching a large population of children and young people, particularly where rates of school participation are high. This overview of the status of in-school CSE in Asia and the Pacific provides a strong evidence base on the reach and impact of this across the region. Importantly, post COVID-19 we need to build back CSE programmes that are better and stronger to meet the social and emotional needs of our young people. 
Build Forward Better: How the Global Community Must Act Now to Secure Children’s Learning in Crises Año de publicación: 2021 Autor: Emma Wagner Autor corporativo: Save the Children ‘Build back better’ has long been a rallying cry of crisis responses – and is being used frequently today. However, given the scale of the global learning crisis even before the Covid-19 pandemic – with one child in six denied their right to education – it’s vital we don’t limit our ambition to building ‘back’ to how things were. Now it’s imperative we build forward better – and differently.There’s no denying the scale of the challenge. But there’s also cause for hope. The global reach of the Covid-19 crisis has generated a shared understanding of the impact of crisis on children’s right to education. This understanding can be used to build forward better – and radically transform children’s chances.Build Forward Better presents new analysis on which countries’ school systems are most vulnerable to existing risks and future crises. And it sets out what the global community needs to do to support ministries of education in those countries to prepare now. So that, even during emergencies, education systems can provide all children with good-quality, safe and inclusive opportunities to learn. 
Youth of Central Asia, Challenges for Peacebuilding: A Comprehensive Research Review Año de publicación: 2021 Autor: Laura Yerekesheva Autor corporativo: UNESCO The estimations are that by 2030, the world will be home to 1.3 billion young people. This speaks about the importance of the youth for development in various parts of the globe, particularly in developing countries which constitute 90% of the global youth population. From comprehensive holistic perspective peace, peacebuilding and dialogue embrace all aspects and dimensions of life – inter-generational, social, economic, political, ethnic, religious, civic, ideological, cultural, and natural. The youth related issues are directly linked with the SDGs agenda. Central Asian states are also on the list of developing countries, with an increasing demographic share of the youth in the general population, meaning that the countries of the region are “young.” As of 2020, the total population of the four countries of Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan) was 68.46 million, of which youth comprised 16.55 million or 24,1%. What Challenges for Peacebuilding the Youth of Central Asia Face? This highlights the urgency required for elaborating and implementing special policies on youth development. For Central Asia, the peace and peacebuilding agenda is the development agenda, and vice versa, as neither is possible without the other, and these in turn are intrinsically linked with youth-related issues. This report provides a detailed overview of the existing challenges to the youth of the 4 countries of the region – Kazakhstan, Kyrgyzstan Tajikistan, Uzbekistan – structured around three main themes of peacebuilding: (1) an education and learning environment; (2) economic and social participation; and (3) civic engagement. Governments, international organizations, professionals and policymakers in the youth, peacebuilding and development sectors, academia and NGOs are invited to join forces to accelerate the achievement of youth development for a more just, sustainable and peaceful future. 
National Education Responses to COVID-19: The Situation of Latin America and the Caribbean Año de publicación: 2021 Autor corporativo: UNESCO The COVID-19 pandemic caused the greatest global, simultaneous interruption of education services in recent history. It has impacted over 90% of the worldwide student population from preschool to higher education.Latin American and Caribbean countries have engaged in enormous efforts to promote continuity of teaching and learning in this context. In spite of this, profound inequities persist in school systems that limit the capacity to reach the entire population.It is imperative to have information that contributes to guiding the actions that may mitigate or reverse the pandemic’s negative impacts on learning and educational inequities.This report presents a regional overview based on the results of the “Survey on National Education Responses to COVID-19,” which was implemented by UNESCO, UNICEF and the World Bank between May and October 2020. Las respuestas educativas nacionales frente a la COVID-19: El panorama de América Latina y el Caribe Año de publicación: 2021 Autor corporativo: UNESCO La pandemia de la COVID-19 provocó la mayor interrupción de servicios educativos, de forma global y simultánea, de la historia reciente y ha afectado a más del 90% de la población mundial de estudiantes, desde la educación preprimaria hasta la educación superior.Los países de América Latina y el Caribe han llevado adelante enormes esfuerzos para promover la continuidad de la enseñanza y el aprendizaje en este contexto. A pesar de ello, persisten en los sistemas escolares profundas inequidades que limitan la capacidad de alcanzar a toda la población.Es imperativo contar con información que contribuya a orientar las acciones que permitan atenuar o revertir los impactos negativos que ha provocado la pandemia en los aprendizajes y en las desigualdades educativas.Para ello este reporte presenta un panorama regional a partir de los resultados de la “Encuesta sobre las respuestas nacionales en materia de educación frente a la COVID-19", implementada por la UNESCO, UNICEF y el Banco Mundial entre mayo y octubre de 2020. 
Mapping the Mainstreaming of Education for Sustainable Development Across SDG 4.7: A Comparative Analysis of the Mainstreaming of ESD in Cyprus, Greece, Malta and Turkey Año de publicación: 2020 Autor: Devonne Goad Autor corporativo: UNESCO The objective of the present report is to summarize the state of ESD implementation in Cyprus, Greece, Malta and Turkey. This report summarizes and shares the successes and challenges highlighted within National Implementation Reports, as such a summary could be an important contribution to UNESCO, as the organization is currently facilitating dialogues to establish the direction of the new global programme for ESD. For that reason, these four countries within the regional scope of the UNESCO Regional Bureau in Venice, Italy, were chosen for the preliminary study. For the purpose of this study, the binary data contained within the National Implementation reports of Cyprus, Greece, Malta and Turkey were extracted to summarize the state of ESD implementation. 
Achieving SDG4 Through a Human Rights Based Approach to Education: World Development Report 2018 Background Paper Año de publicación: 2018 Autor: Kate Moriarty Autor corporativo: World Bank Quality education is a critical dimension for the achievement of sustainable development. The renewed political commitment set out in sustainable development goal 4 (SDG4) is an opportunity to ensure strong coherence between education policy and the right to education first articulated more than 70 years ago. This paper presents the results of a desk-based study on a human rights-based approach to education (HRBAE) in the context of SDG4. It explores the ways in which such an approach can guide policy, planning, and the delivery of education in observance with agreed international frameworks providing for the right to education. The paper argues that the human rights conventions on the right to education are not passive instruments designed to remain only at the level of discourse but, as legal obligations, require action from the state and should be central in the development of education services, including in the context of large scale displacement and crisis. This paper outlines the legally binding commitments of the right to education. It considers how these can be applied practically through a HRBA-E to address the continuing barriers to access and completion of quality education and learning. 
The Impact of COVID-19 on Inclusive Education at the European Level: Literature Review Año de publicación: 2021 Autor corporativo: European Agency for Special Needs and Inclusive Education | European Commission The coronavirus (COVID-19) pandemic has affected learners around the world. School closures forced emergency responses from education systems, resulting in various forms of remote schooling. The crisis highlighted pre-existing inequalities in education and provided a reason for systemic change in education worldwide.This literature review aims to map evidence and identify acknowledged ways in which COVID‑19 has impacted on education in general and inclusive education in particular at European and national levels. The intention is to provide a comprehensive overview of key messages for Agency member countries. It will also inform possible future Agency work on this topic. 
Sub-Education Policy Review Report: Inclusive Education Año de publicación: 2021 Autor corporativo: UNESCO Inclusion highlights opportunities for an equal involvement of individuals with disabilities (physical, social, and emotional) when possible into typical education, but leaves accessible the probability of individual selections and possibilities for special aid and accommodations for persons who need it. This review was initiated by UNESCO to inform the ongoing discourse about inclusive education within Malaysia, Indonesia, Brunei, Philippine and Timur-Leste. Sustainable Development Goal 4 (SDG 4) reinforces the importance of inclusive education which adheres nations to adopt the framework of action in providing inclusion and equity through education of children with perceived differences. The review contributes to the body of literature on inclusive education by synthesizing policy recommendations and evaluations and identifying contradictions and overlaps in those policies. This review draws upon UNESCO reports pertaining to inclusive education policies and initiatives. In addition, a systematic review of empirical studies on inclusive education policy (2010-2020) identified from related and major databases (Eric) is conducted. Both the UNSECO reports and empirical studies are analyzed based on the SDG4 and its targets pertaining to inclusion policy. 
Mind the Gap: The State of Girls’ Education in Crisis and Conflict Año de publicación: 2021 Autor corporativo: Inter-agency Network for Education in Emergencies (INEE) This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises. The report draws from data on 44 crisis-affected countries, from recent research, and from a set of case studies of interventions in a range of crisis-affected contexts.