Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
2,769 resultados encontrados
9e Consultation collective des ONG sur l’Éducation 2030: Éduquer pour un avenir inclusif et durable Año de publicación: 2020 Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | Global Campaign for Education (GCE) Cela comprend les actes et les messages clés de la 9eRéunion mondialede la Consultation collective des ONG sur l’Éducation 2030(CCONG2019) a été organisée par l’UNESCO du 2 au 5 décembre2019 à Hammamet, Tunisie,où elle a été généreusement accueillie par la Campagne mondiale pour l’éducation(CME), la Campagne arabe pour l’éducation pour tous(ACEA) et l’Association nationale du droit à l’éducation(ANDET). La Réunion mondialede la CCONG2019 avait pour but derenforcer les initiatives collectives visant à la mise en œuvre des ODD et des cibles relatives à l’éducation ens’appuyantsur l’expérience des OSC et leur forte mobilisation. La réunion avait pour thèmecentral l’action et l’engagement des organisations de la société civile en faveur de l’équité et de l’inclusion dans le cadre dela mise en œuvre de l’ODD 4 –Éducation 2030aux niveaux national, régional et mondial. 
Tools for Planning and Monitoring Programmes of Multilingual Education in Asia Año de publicación: 2020 Autor corporativo: UNESCO | UNESCO Bangkok This booklet provides some tools that programme personnel may use in the M&E of their multilingual education (MLE) programmes. This booklet complements the five booklets of UNESCO’s MTB MLE Resource Kit – Including the Excluded: Promoting Multilingual Education (2018). 
The Right to Education for Persons with Disabilities Año de publicación: 2019 Autor corporativo: UNESCO Persons with disabilities are often excluded from the education system, whether out-of-school entirely, educated in separate institutions or participating in a mainstream system which is not adapted to their needs and abilities. The 2030 Agenda commitment to ‘leave no one behind’ has reinforced the global discourse towards inclusive, equitable education. As part of its mandate, UNESCO monitors the implementation of the 1960 Convention and Recommendation against Discrimination in Education. During the Ninth Consultation on the implementation of this instrument, almost all Member States reported upon measures that they have taken in relation to the right to education for persons with disabilities. This document compiles practical examples extracted from these reports for information sharing and advocacy. 
Guidelines on the Development of Open Educational Resources Policies Año de publicación: 2019 Autor corporativo: UNESCO | Commonwealth of Learning Open educational resources (OER) – and to a greater extent, OER policies – can increase the quality and accessibility of teaching and learning as well as foster knowledge creation within a country.This publication provides detailed guidelines on how to develop systematic and effective policies on OER. Such policies are important to coordinate, strengthen and drive initiatives in a country; they involve government and institution actors on various levels working together to leverage OER toward achieving common goals under a national educational framework. OER policy provisions can be a part of a dedicated national masterplan, be under the framework of an overall education programme, or be elements incorporated into various strategies across multiple sectors.These guidelines lay out steps to review, analyse, develop, implement and monitor a context-relevant OER policy. They guide, but do not determine, what involved actors should do in a specific set of circumstances, providing a comprehensive framework for governments and institutions to set out vision and the scope of their policy.Each chapter introduces the purpose of the phase, provides background information and references practical examples for illustration. At the end of each chapter, specific tasks are set for the policy designer, which will help with the formulation of the final OER policy. 
Education Transforms Lives Año de publicación: 2019 Autor corporativo: UNESCO Education transforms lives every day and in every corner of society. This video explores the power of education and UNESCO’s role in leading and coordinating the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education is the right of every woman, man and child.Together, we’re shaping the global citizens of tomorrow, empowered on the path of education to build a more sustainable future. UNESCO – Building peace in the minds of men and women. www.unesco.org/education 
Her Education, Our Future Año de publicación: 2019 Autor corporativo: UNESCO Too many girls and women are still held back by social norms and traditional school practices influencing their educational right and opportunities. But we know that their education is the most powerful investment to make for our collective future. Her education, our future is UNESCO’s new drive to accelerate action for girls’ and women’s education by leveraging political and financial commitments, as well as leadership for women and girls.Join #HerEducationOurFuture and be a part of our collective movement to advance girls’ and women’s education. Learn more: http://on.unesco.org/HerEducation 
Indigenous Peoples’ Right to Education Año de publicación: 2019 Autor corporativo: UNESCO Among the many inequalities that indigenous peoples face, the lack of access to quality education is particularly blatant. The 2030 Agenda commitment to ‘leave no one behind’, brings new impetus to ensure that indigenous peoples’ priorities are heard. In 2017, UNESCO adopted the Policy on engaging with indigenous peoples. Concurrently, as part of its mandate, UNESCO monitors the implementation of the 1960 Convention and Recommendation against Discrimination in Education. During the Ninth Consultation on the implementation of this instrument, several Member States reported upon measures they have taken in relation to the right to education for indigenous peoples. This document (Indigenous Peoples’ Right to Education: Overview of the Measures Supporting the Right to Education for Indigenous Peoples Reported by Member States in the Context of the Ninth Consultation on the 1960 Convention and Recommendation against Discrimination in Education) compiles practical examples extracted from these reports for information sharing and advocacy. 
[Резюме] РЕЗЮМЕ ВСЕМИРНОГО ДОК ЛАДА ПО МОНИТОРИНГ У ОБРАЗОВАНИЯ 2019 г .: Миграция, перемещенные лица и образование: наводить мосты, а не возводить препятствия Año de publicación: 2018 Autor corporativo: UNESCO | Global Education Monitoring Report Team В докладе четко указан один из главных вызовов: как обеспечить поддержку учителей в их инклюзивной работе. В нем увлекательно рассказывается об истории человечества и о феномене миграции, существующем с незапамятных времен. Я приглашаю вас рассмотреть содержащиеся в нем рекомендации и действовать в соответствии с ними. Настоящий доклад является важнейшим информационным источником для этих договоров, охватывающим вопросы политики, которые, среди прочего, касаются сезонных мигрантов, объединения сельских школ, межкультурных учебных программ, включения беженцев в национальные системы образования и борьбы с сегрегацией, признания квалификаций, целенаправленного финансирования школ, более эффективной гуманитарной помощи образованию и подготовленности учителей к работе в классах с разнообразным составом учащихся в чрезвычайных ситуациях, в условиях затянувшегося кризиса и в новых обстоятельствах, характерных для сегодняшнего дня. Настоящий доклад также содержит обращенный к странам призыв рассматривать образование как средство для регулирования миграции и перемещений и как возможность для тех, кто в этой возможности нуждается. [요약문] 세계 교육 현황 보고서 요약본: 이주, 강제이주와 교육: 장벽이 아닌 가교 만들기 Año de publicación: 2018 Autor corporativo: 유네스코 | 세계교육현황보고서팀 『2019 세계 교육 현황 보고서』는 국경 내 및 국경 간, 자발적이거나 강제적인, 고용이나 교육을 위한 모든 인구 이동에 따른 이주 및 강제이주에 교육이 미치는 영향을 검토한다. 이 보고서는 또한 2030 지속가능발전의제에서 교육의 진전 상황도 평가한다. 다양성이 증가하면서 이 보고서는 교육이 어떻게 포용적인 사회를 구축하고, 어떻게 사람들이 관용을 넘어서서 함께 사는 법을 배울 수 있는지를 분석한다. 교육을 평등하게 제공하면 다리를 건설하지만, 교육을 불평등하게 제공하면 이주민, 난민 및 수용국 지역사회 사이에 벽을 쌓는다.이주민과 난민에 대한 두 가지 새로운 글로벌 콤팩트는 교육의 역할을 인식하고 ‘어느 누구도 뒤처지지 않게 한다’는 전 세계적인 약속과 일치하는 목표를 설정한다. 이 보고서는 이 글로벌 콤팩트를 위한 중요한 툴킷(toolkit)으로 다양한 정책 이슈를 다루고 있다. 즉, 계절 이주자, 농촌 학교 통합, 문화간 교육과정, 국가 교육제도에 난민 포용 및 분리 폐지, 자격 인정, 학교 기금 목표 설정, 보다 효과적인 인도주의적 교육 원조, 그리고 위기 상황, 장기화된 상황, ‘뉴 노멀(new normal)’ 상황에서 다양한 교실을 위한 교사의 준비 등을 포함한다. 이 GEM 보고서 요약본은 국가들이 교육을 이주와 강제이주를 관리하는 도구로 보고, 이를 필요로 하는 사람들을 위한 기회로 간주할 것을 요구한다. 
إعادة التفكير في التربية والتعليم: نحو صالح عام عالمي؟ Año de publicación: 2015 Autor corporativo: UNESCO ات، ّرات توتّد هذه التغيّولُات جديدة من التعقيد والتناقض. وتّتتسم تغيرات عالم اليوم بسويئا لها الأفراد والجماعات، من خلال تزويدهم بالمقدرة على ِّتهينتظر من التربية والتعليم أن ُيتي التعليم ّعمليف والاستجابة. وفي هذا السياق يسهم هذا المطبوع في النظر مجددا في ّالتكيم. إذ إنه يؤسس على دور رئيسي تؤديه اليونسكو، دور مرصد عالمي للتحولات الاجتماعية، ّوالتعلبهدف حفز نقاش السياسات العامة.م من رؤية إنسانية َمستلهل هذا المطبوع دعوة إلى الحوار بين جميع الجهات المعنية.فهو ّويمثللتعليم والتنمية، مبنية على احترام الحياة وكرامة الإنسان، وعلى التساوي في الحقوق، والعدالة الاجتماعية، والتنوع الثقافي، والتضامن الدولي، والتشارك في المسؤولية من أجل مستقبل مها مطبوعا ّقدد الرؤية التي ّمستدام. تلك هي أساسيات إنسانيتنا المشتركة. إن هذه الوثيقة تؤيم: ذلك ّ، «تقرير فور»؛ و التعل(١97٢)ًوغدام لتكون: عالم التربية اليوم ّمان: تعلَلْاليونسكو المع، «تقرير ديلور».(١996)الكنز المكنو.