Recursos
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South-South and Triangular Cooperation in Action Año de publicación: 2018 Autor corporativo: UNESCO | UN. Office for South-South Cooperation (UNOSSC) This publication is UNESCO’s first dedicated report on South-South cooperation and triangular cooperation. It presents an overall picture of the progress achieved to support technical cooperation, capacity building and knowledge sharing through South-South and triangular cooperation in UNESCO’s areas of competence with highlights of specific examples. It paves the way for deepening future cooperation in this area. 
Медиа- и информационная грамотность в обществах знания Año de publicación: 2013 Autor corporativo: Interregional Library Cooperation Centre | UNESCO Издание подготовлено на основе материалов Международной конференции «Медиа- и информационная грамотность в обществах знания», состоявшейся в Москве 24–28 июня 2012 г. в рамках председательства России в Межправительственном совете Программы ЮНЕСКО «Информация для всех». 
Background Document: National Media and Information Literacy (MIL) Policies and Strategies in Albania; 2020-2021 Año de publicación: 2021 Autor corporativo: Albanian Media Institute | European Union (EU) | UNESCO This background study was conducted in the framework of the project "Building trust in the media in Southeast Europe and Turkey, phase II" supported by UNESCO and the European Union and implemented by the Albanian Media Institute. The project, at this stage of implementation, aims to increase the skills of young people for media and information literacy (MIL) through the integration of the MIL curriculum in the formal education system in Albania. The implementation of the project started in June 2020 and will last until 2022. This document suggests objectives for MIL policies and strategy, which should be extended to formal education (university and pre-university level); in non-formal and informal education thus affecting all members of society with the aim of increasing the level of education on media and information in Albania. 
Supplement to Framework for Reopening Schools: Emerging Lessons From Country Experiences in Managing the Process of Reopening Schools Año de publicación: 2020 Autor corporativo: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | World Food Programme | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) Education systems around the world continue to grapple with the complex decisions of when and how to reopen schools for in-person learning following widespread closures due to the COVID 19 pandemic. This supplement to the Framework for reopening schools, originally published jointly by UNICEF, UNESCO, the World Bank, the World Food Programme, and the UN Refugee Agency (UNHCR) in April 2020, summarizes emerging lessons learnt over the past months.The supplement follows the four main dimensions of the Framework (safe operations, focus on learning, wellbeing & protection, and reaching the most marginalized) and highlighting a number of country examples. 
Latin America and the Caribbean 2020: Inclusion and Education; All Means All (Global Education Monitoring Report) Año de publicación: 2020 Autor corporativo: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) Latin America and the Caribbean has the largest and most challenging socio-economic inequalities in the world, which have shaped its education systems over the decades. This report looks at everyone both in and excluded from education in the region, pinpointing barriers facing learners, especially when multiple disadvantages intersect. The report also explores challenges in education posed by COVID-19 and the need for urgent action to prevent an exacerbation of inequalities. Produced by the Global Education Monitoring (GEM) Report team, in partnership with the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC) and the Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA), the report assesses key solutions for greater inclusion through several case studies from the region. It provides in-depth analysis on challenges to inclusion in education arising from migration and displacement in Colombia and Costa Rica; remoteness in Brazil and Suriname; disability in Cuba and Nicaragua; gender in Peru and Jamaica; sexual orientation, gender identity and expression in Chile and Mexico; poverty in the Dominican Republic and Honduras; ethnicity in Bolivia and Ecuador; and incarceration in El Salvador and Uruguay. Building on the 2020 Global Education Monitoring Report, this regional edition concludes that strong laws and policies in Latin America and the Caribbean demonstrate a commitment to inclusion, but that the daily realities faced by learners suggest implementation is lagging. Recommendations are aimed at promoting more inclusive education systems to benefit all children and youth, no matter their background, identity or ability. The recommendations provide a systematic framework for identifying and dismantling barriers for vulnerable populations, according to the principle that ‘every learner matters and matters equally’. América Latina y el Caribe 2020: Inclusión y educación; Todos y todas sin excepción (Informe de seguimiento de la educación en el mundo) Año de publicación: 2020 Autor corporativo: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) América Latina y el Caribe es la región con las mayores y más tenaces desigualdades socioeconómicas del mundo. Durante decenios estas desigualdades se han reflejado en sus sistemas educativos. El presente informe examina a quiénes incluyen y a quiénes excluyen estos sistemas y llama la atención sobre las barreras que enfrentan los educandos, especialmente cuando están expuestos a múltiples desventajas. El informe también explora los nuevos retos educativos que plantea la pandemia de la Covid-19 y la necesidad de actuar sin dilación para evitar que se agraven las desigualdades. El informe, elaborado por el equipo del Informe de Seguimiento de la Educación en el Mundo (Informe GEM), en colaboración con la Oficina Regional de Educación para América Latina y el Caribe (OREALC/ UNESCO Santiago) y el Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe -SUMMA, evalúa algunas de las principales iniciativas emprendidas para mejorar la inclusión, basándose en varios estudios de casos de la región. Analiza en profundidad algunos ejemplos de los grandes desafíos que amenazan la inclusión en la educación: migración y desplazamiento en Colombia y Costa Rica; aislamiento rural en el Brasil y Suriname; discapacidad en Cuba y Nicaragua; discriminación de género en el Perú y Jamaica; orientación sexual e identidad y expresión de género en Chile y México; pobreza en la República Dominicana y Honduras; etnicidad en Bolivia y el Ecuador; y jóvenes en situación de privación de libertad en El Salvador y el Uruguay. Esta edición regional del Informe de Seguimiento de la Educación en el Mundo 2020 concluye que, si bien las leyes y políticas de América Latina y el Caribe demuestran la firme determinación de promover la inclusión, la realidad cotidiana de los alumnos y las alumnas sugiere que la aplicación práctica lleva retraso. Se formulan recomendaciones con el objeto de promover sistemas de educación más inclusivos en beneficio de todos los niños, niñas y jóvenes, sin distinción de origen, identidad o capacidad. Las recomendaciones brindan un marco sistemático que permite identificar y eliminar barreras para las poblaciones marginadas, conforme al principio de que “cada alumno es importante y todos los alumnos importan por igual”. 
Education for Sustainable Development: A Roadmap Año de publicación: 2022 Autor corporativo: UNESCO This roadmap sets out the urgent challenges facing the planet and underlines the implementation of the new Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030) framework, which was adopted with the aim of increasing the contribution of education to building a more just and sustainable world. ESD for 2030 will step up actions on five priority action areas on policy, education environments, building capacities of educators, youth and local level action, stressing further ESD’s key role for the successful achievement of the 17 SDGs and the great individual and societal transformation required to address the urgent sustainability challenges. The roadmap also underlines the key areas of implementation of the ESD for 2030 framework. ESD is widely recognized as an integral element of Agenda 2030, in particular Sustainable Development Goal 4 (SDG 4), and a key enabler of all the other SDGs. 지속가능발전교육(ESD): 로드맵 Año de publicación: 2022 Autor corporativo: 유네스코 보다 공정하고 지속가능한 세상을 만드는 데 교육의 기여를 증진시키고자 채택한 이 로드맵은 세계가 직면한 긴급한 도전 과제를 설명하고, 새로이 수립된 체계인 ‘지속가능발전교육: 지속가능발전목표 달성을 향해’(Education for Sustainable Development: Towards achieving the SDGs), 즉 지속가능발전교육 2030의 이행을 강조한다. 지속가능발전교육 2030은 정책, 교육환경, 교육자 역량 구축, 청년 및 지역사회 차원의 실천이라는 5가지 우선 실천 영역에서의 이행을 강화시킬 것이다. 이들 활동은 17개 SDGs의 성공적인 달성과 더불어, 시급한 지속가능성 관련 도전과제들에 대응하는 데 필요한 개인과 사회의 큰 변혁을 위해 교육이 보다 핵심적인 역할을 담당할 것을 강조한다. 또한 이 로드맵은 지속가능발전교육 2030 체계 이행에서의 핵심 영역들을 강조한다. ESD는 2030 의제, 특히 SDG 4번 목표의 핵심요소이자 여타 SDGs의 핵심 추동력으로서 광범위하게 인식되고 있다. La cooperación Sur-Sur y la cooperación triangular en acción Año de publicación: 2018 Autor corporativo: UNESCO | UN. Office for South-South Cooperation (UNOSSC) Esta publicación es el primer informe específico de la UNESCO sobre la cooperación Sur-Sur y la cooperación triangular. Se presenta un panorama general de los avances en la cooperación técnica, la creación de capacidades y el intercambio de conocimientos mediante la cooperación SurSur y la cooperación triangular en las esferas de competencia de la UNESCO y se mencionan ejemplos concretos. Se allana el camino para profundizar la cooperación en este ámbito en el futuro. La coopération Sud-Sud et triangulaire en action Año de publicación: 2018 Autor corporativo: UNESCO | UN. Office for South-South Cooperation (UNOSSC) La présente publication est le premier rapport de l’UNESCO qui traite de la coopération SudSud et de la coopération triangulaire. Elle brosse un tableau d’ensemble, illustré par des exemples particuliers, des progrès que ces modalités de coopération ont permis d’accomplir pour faciliter la coopération technique, le renforcement des capacités et le partage des connaissances dans les domaines de compétence de l’UNESCO, et ouvre la voie à de plus amples efforts en la matière.