Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
1,367 resultados encontrados
Итоги оценки: Потребностей людей с ограниченными возможностями по социальным и гендерным факторам, с акцентом на особые нужды женщин с инвалидностью, переживших насилие в туркестанской области и Г.шымкент Año de publicación: 2020 Autor corporativo: ЮНФПА Данный отчет содержит результаты оценки потребностей людей с инвалидностью по социальным и гендерным вопросам, с акцентом на особые нужды женщин с инвалидностью, подвергшихся насилию, в г. Шымкент и в Туркестанской области (в г. Туркестан и в 3-х районах области - Сайрамский, Шардаринский, Сарыагашский). 
5-year progress review of SDG 4 – Education 2030 in Asia-Pacific Año de publicación: 2021 Autor corporativo: UNESCO Bangkok | United Nations Children's Fund (UNICEF) This report documents progress made towards the achievement of SDG 4 in the Asia-Pacific region since the ambitious vision for Education 2030 was set in 2015. It analyses the regional context, challenges and opportunities, and provides policy recommendations through the lens of the overarching themes of equity and inclusion, while also considering the impact of the COVID-19 pandemic. 
Guía de disciplina positiva para el desarrollo de habilidades socioemocionales: En la escuela y el trabajo con familias Año de publicación: 2021 Autor corporativo: Perú. Ministerio de educación Está guía brinda herramientas que permiten crear un ambiente seguro de respeto y proximidad en el aula, que propicie las condiciones adecuadas para el aprendizaje. Así mismo, este texto propone orientaciones para el trabajo con las familias en el fortalecimiento de las competencias parentales. 
When Schools Shut: Gendered Impacts of COVID-19 School Closures Año de publicación: 2021 Autor corporativo: UNESCO School closures to mitigate the spread of COVID-19 have caused unprecedented disruption for nearly 1.6 billion learners across the globe. Beyond alarming effects on learning loss and school dropout, they pose an immediate and long-term threat to gender equality, with gender-specific effects on health, well-being and protection. This publication exposes these impacts and calls for effective strategies to ensure education continuity, promote gender equality and improve lives and futures. Through a review of published research, a global survey of actions taken by organizations in favour of gender equality in education, and in-depth data collection in five countries, UNESCO and its partners underline the challenges faced by children and young people to continue learning, and to return to school safely. When schools shut also showcases the efforts made by governments and the international community to mitigate harm and safeguard progress towards gender equality in and through education. While it is too soon to grasp the full scope of the impact of school closures, the publication sets out early evidence from across different contexts globally on how girls and boys have been participating in remote learning, planning for the return to school, and coping with mental and physical health challenges during the closures. It is a call to governments and their partners to put gender at the centre of education recovery to tackle declining participation and low return-to-school rates. When schools shut is a timely reminder that schools are essential sites not only for learning, but also lifelines when it comes to health, well-being and protection of all learners. 
Building Kinder Brains Año de publicación: 2021 Autor: Nandini Chatterjee Singh | Anantha Kumar Duraiappah Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This booklet is a presentation of some of the key messages from the Rethinking Learning report and is intended to be an introduction to Social and Emotional Learning and its incorporation in the classroom. The key messages presented in this toolkit provide teachers, educators, parents, and policy makers with the incredible opportunity and responsibility to build kinder brains for a resilient, peaceful and sustainable planet by training and nurturing the social and emotional development of children. 
How Mindful Compassion Practices Can Cultivate Social and Emotional Learning Año de publicación: 2018 Autor: Marilee Bresciani Ludvik | Tonya Lea Eberhart Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) A fundamental purpose of social-emotional learning (SEL) is to provide students with opportunities to develop self-awareness, self-management, and social awareness, which in turn would lead to positive goal-oriented behaviors and the cultivation of collaborative relationships. While scholarly literature lists several strategies to foster SEL skills, there is little evidence of their effectiveness. There is research to support that mindful compassion practices (MCPs) cultivate specific outcomes that align with SEL outcomes. However, questions as to how much of each of these practices and how long they need to be practiced in order to realize effective integration into school curricula remain unanswered. Nevertheless, it has been determined that in order for these approaches to have a positive effect, schools need support to define, implement, evaluate, and modify SEL curriculum according to their needs. 
Human Migration and TVET Año de publicación: 2019 Autor: Volker Wedekind | Haya Fakoush | Joyceline Alla-Mensah Autor corporativo: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) In the context of increased international migration, the importance of education and training and a global governance of migration is widely acknowledged in academic and international development debates. This discussion paper looks at the relationship between migration and technical and vocational education and training (TVET), distinguishing between forced, labour and environmental migration. 
Mpanga Año de publicación: 2020 Autor corporativo: Îles de Paix This 15-minute report allows you to discover the life of rural populations in the Kabambiro areas in Uganda, but also the challenges these people face. This report shows how solutions are put in place to overcome these various difficulties, in particular by addressing the issue of sustainable family farming. Mpanga Año de publicación: 2020 Autor corporativo: Îles de Paix Ce reportage d’une quinzaine de minutes permet de découvrir la vie des populations rurales des zones de Kabambiro en Ouganda, mais aussi des défis que ces personnes sont amenées à relever. Ce reportage montre comment des solutions sont mises en place pour pallier à ces différents difficultés, en abordant notamment la question de l’agriculture familiale durable. 
Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills Año de publicación: 2021 Autor: Marta Encinas-Martin | Eva Feron | Francesco Avvisati | Marco Paccagnella | Javier Suárez-Alvarez | Michelle Cherian Autor corporativo: Organisation for Economic Co-operation and Development (OECD) Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens.The benefits of developing children’s social‐emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well‐functioning society. The OECD’s Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students’ social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio‐economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills.