Recursos
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Formation au Leadership pour l'EDD: Projet phare GAP PN4 de l'UNESCO Año de publicación: 2017 Autor corporativo: UNESCO La formation au leadership pour l’EDD est le projet phare du réseau de partenaires 4 (PN4) mis en place pour le Programme d’action global en vue d’autonomiser et de mobiliser les jeunes. Les membres de ce réseau utilisent ces modules pour leurs activités de formation des jeunes. التدريب على القيادة في التعليم من أجل التنمية المستدامة المشروع الطليعي للشبكة الشريكة الرابعة في برنامج العمل العالمي لليونسكو Año de publicación: 2017 Autor corporativo: UNESCO يُعتبر التدريب على القيادة في مجال التعليم من أجل التنمية المستدامة المشروعالطليعي للشبكة الشريكة الرابعة في برنامج العمل العالمي ويرمي إلى حشدالشباب وتعزيز مشاركتهم. ويستخدم أعضاء الشبكة هذه الوحدات التدريبيةفي الأنشطة التدريبية التي ينظمونها من أجل الشباب. 
Educational Policy Recommendations Based on TERCE Año de publicación: 2016 Autor: Ernesto Treviño, Cristóbal Villalobos, Andrea Baeza Autor corporativo: UNESCO Recommendations for Educational Policies in Latin America based on TERCE have been elaborated on request of the Regional Office of Education for Latin America and the Caribbean, OREALC/UNESCO Santiago. This publication is aimed at educational policy makers. For LLECE, decision-making is based on evidence and anchored to conceptual models that allow for the adequate interpretation of reality. This document fulfills this purpose, since it has the fundamental characteristic of translating the conclusions drawn from the TERCE into policy and educational practice. In this sense, the empirical evidence provided by the study shows the main factors that influence the achievement of learning, which represent concrete challenges of educational policy. Recomendaciones de Politicas Educativas en base al TERCE Año de publicación: 2016 Autor: Ernesto Treviño, Cristóbal Villalobos, Andrea Baeza Autor corporativo: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Recomendaciones de Políticas Educativas en América Latina en base al TERCE ha sido elaborado por encargo de la Oficina Regional de Educación para América Latina y el Caribe, OREALC/ UNESCO Santiago. La presente publicación se encuentra orientada a hacedores de política educativa. Para el LLECE, la toma de decisiones debe estar basada en evidencia y anclada a algunos modelos conceptuales que permitan interpretar de manera adequada la realidad. Este documento cumple con este propósito, puesto que posee la característica fundamental de traducir las conclusiones extraídas de la evidencia del TERCE en política y la práctica educativa. En este sentido, la evidencia empírica que aporta el estudio muestra los principales factores que influyen en el logro de los aprendizajes, los cuales representan desafíos concretos de política educativa. 
Citizenship and Culture of Peace in Educational Reform Año de publicación: 2005 Autor: Raúl Zepeda López, María del Rosario Toj, Edgar Florencio Montúfar Autor corporativo: UNESCO The concern raised by the themes and contents of civic education and the culture of peace in childhood and youth are issues that are felt in various academic sectors, in social organizations and educational authorities that sometimes translate into articles in the media, where, among other things, one speaks of "the loss of values", generally having as reference to the young generations and making invisible that this loss is mainly present in the adult generations, which are responsible for this situation. These concerns, in spite of that conscious ambiguity, are not gratuitous. They can be a starting point to become aware of the need to develop new capacities and values, the absence of which young Latin Americans identify in their political and social leaders, as has been pointed out in cited studies, carried out by UNICEF for Latin America and for Beatriz de Cazali for Guatemala. The need to respond to this concern is also present in the participants in the dialogues and municipal consensus (2000), as well as among authorities and curriculum developers of MINEDUC in the last five-years. Ciudadanía y cultura de paz en la reforma educativa Año de publicación: 2005 Autor: Raúl Zepeda López, María del Rosario Toj, Edgar Florencio Montúfar Autor corporativo: UNESCO La preocupación planteada por los temas y contenidos de la formación ciudadana y la cultura de paz en la niñez y la juventud son cuestiones sentidas en diversos sectores académicos, en organizaciones sociales y autoridades educativas que algunas veces se traducen en sendos artículos en los medios de comunicación en donde, entre otras cosas, se habla de “la pérdida de valores” a secas, generalmente teniendo como referencia a las jóvenes generaciones e invisibilizando que esta pérdida principalmente está presente en las generaciones adultas, las cuales son responsables de esta situación. Estas inquietudes, a pesar de aquella consciente ambigüedad, no son gratuitas. Pueden ser punto de partida para tomar conciencia de la necesidad de desarrollo de nuevas capacidades y valores, cuya ausencia, los jóvenes latinoamericanos identifican en sus dirigentes políticos y sociales, como ha quedado antes señalado en estudios citados, realizados por UNICEF para América Latina y por Beatriz de Cazali para Guatemala. La necesidad de responder a esta preocupación está presente, además, en los participantes en los diálogos y consensos municipales (2000), así como entre autoridades y curriculistas del MINEDUC en los últimos quinquenios. 
Implementing the Right to Education: a Compendium of Practical Examples Año de publicación: 2016 Autor corporativo: UNESCO This publication is a compilation of practical examples of measures taken by Member States in implementing the provisions of the UNESCO Convention and Recommendation against Discrimination in Education. These examples are taken from national reports submitted to UNESCO for the Eighth Consultation of Member States on the implementation of these two international standard-setting instruments. The Convention and the Recommendation celebrated their fi fty-fi fth anniversary in 2015. Both express the fundamental principles of non-discrimination and equality of educational opportunities enshrined in UNESCO’'s Constitution. Since these fundamental principles were essential in the process of Education for All, the instruments have naturally become the cornerstone of this important domain.The Education 2030 development agenda will provide further opportunity to mobilise the Convention and the Recommendation in guiding Member States in the effective realization of the right to education. This compendium seeks to provide an overview of promising measures taken to ensure equality of educational opportunities and non-discrimination, while also serving as a tool for information sharing and advocacy in connection with the right to education. 
YouthXchange: guide sur le changement climatique et les modes de vie Año de publicación: 2015 Autor: Adam Cade | Rob Bowden Autor corporativo: UNESCO | United Nations Environment Programme (UNEP) Climate Change and Lifestyles is the first in a series of guidebooks supporting the UNESCO/ UNEP YouthXchange (YXC) Initiative, which was created in 2001 to promote sustainable lifestyles among youth (15-24 years) through education, dialogue, awareness raising and capacity building. The series is being produced for young people and people working with youth, such as educators, teachers, trainers and youth leaders in both developed and developing countries. Almost half of the world’s population is under the age of 25, and nearly 90 per cent of them live in developing countries. Youth is a critical stakeholder in the global economy and will be the main actor and motor for change in the near future. Thus, the energy, motivation and creativity of youth are essential assets to stimulating change. Aims of the YXC Guidebook on Climate Change and Lifestyles:• Explore the links between lifestyles and climate change; • Help young people consider the actions they should take towards more sustainable lifestyles;• Support courses and actions that promote greater understanding of climate change and lifestyles among youth. The guidebook:• Considers the causes and effects of climate change and its human impacts and responses, while connecting them to lifestyle choices and the technical and social infrastructures of a society;• Provides scientific, political, economic, social, ethical and cultural perspectives on climate change;• Explains complex issues in accessible language supported by facts, graphics, images, examples and web links;• Develops the critical skills young people need to make personal choices to address the challenges of climate change. 
Multilingual education: Why is it important? How to implement it? Año de publicación: 2014 Autor corporativo: UNESCO Mother tongue instruction is in the context of bilingual education / multilingual education (MLE) because it lays a solid foundation for learning, improves access to education (especially for girls), improves learning outcomes, raises the quality of education by emphasizing understanding and creativity rather than repetitive memorization. Furthermore, learners who are excluded from the education system are those who mosk likely benefit from multilingual education. There are several ways to implement MLE, such as by creating a favourable environment, using appropriate materials, training teachers and educators, and taking into account the learners' knowledge. 
Analysis of Determinants of a Measure of Sustainability Literacy Año de publicación: 2017 Autor: Aurélien Decamps Autor corporativo: UNESCO This paper highlights the contribution of the Sulitest to analyse the determinants of sustainability literacy in higher education. Sulitest is an open online training and assessment tool designed to assess and improve sustainability literacy. It is a multi-stakeholder initiative supported by several UN agencies and academic networks. Based on collaboration through the volunteer contribution of an international community, this tool aims to be internationally recognized and locally relevant by addressing global as well as local issues. With a growing community of more than 500 higher education institutions and other organizations from more than 50 countries, Sulitest begins to be recognized as a standard to assess and improve sustainability literacy. As the use of the tool is expanding, the data collected provides tangible indicators to map the current level of sustainability literacy and to monitor progress over time.