Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
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이리나 보코바 유네스코 사무총장의 취임 기념 공개 강연: 다양한 사회, 포괄적 민주주의: 지속가능한 세계를 위한 새로운 기술, ‘마하트마 간디 평화와 지속가능발전 교육연구소’(Mahatma Gandhi Institute of Education for Peace and Sustainable Development)주최, 2014년 11월 25일 인도, 델리. Año de publicación: 2014 Autor corporativo: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) 이 문서는 2014년 11월 25일, 인도 델리에서 ‘다양한 사회, 포괄적 민주주의: 지속가능한 세계를 위한 새로운 기술’을 주제로 ‘마하트마 간디 평화와 지속가능발전 교육연구소’(Mahatma Gandhi Institute of Education for Peace and Sustainable Development)가 주최한 이리나 보코바 유엔 사무총장의 취임 기념 공개 강연의 내용이다. 여기에서 그녀는 사회 통합의 중요성과 모든 사람을 위한 인권, 지속가능한 발전을 위한 교육을 주장했다. 
Realization of the Sustainable Development Goals by, for and with Persons with Disabilities (UN Flagship Report on Disability and Development 2018) Año de publicación: 2018 Autor corporativo: United Nations (UN) Realization of the Sustainable Development Goals by, for and with persons with disabilities 'Disability and the 2030 Agenda for Sustainable Development' this report represents the first UN systemwide effort to examine disability and the Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development at the global level. The report reviews data, policies and programmes and identifies good practices; and uses the evidence it reviewed to outline recommended actions to promote the realization of the SDGs for persons with disabilities. The report shows that despite the progress made in recent years, persons with disabilities continue to face numerous barriers to their full inclusion and participation in the life of their communities. It sheds light on their disproportionate levels of poverty, their lack of access to education, health services, employment, their under-representation in decision-making and political participation. This is particularly the case for women and girls with disabilities. Main barriers to inclusion entail discrimination and stigma on the ground of disability, lack of accessibility to physical and virtual environments, lack of access to assistive technology, essential services, rehabilitation and support for independent living that are critical for the full and equal participation of persons with disabilities as agents of change and beneficiaries of development. Data and statistics compiled and analysed in the present report indicate that persons with disabilities are not yet sufficiently included in the implementation, monitoring and evaluation of the SDGs. 
Focus on Global Common Good：The New International Research Trend on World Citizenship Education Año de publicación: 2018 Autor: Song Qiang | Rao Congman Globalization has posed challenges for national-states to develop traditional citizenship education. To develop the citizenship education in the world needs to regard education and knowledge as global common good, surpass short- term benefit，and promote learners to be world citizens by 2030. Start with the dialectical logic on global benefit and national benefit，the researches of world citizenship education focus on“human rights protection and joint development”，“from national identity to world identity”,“from global governance to world government”, and “western universal mind vs. multi- civilizations intergrowth”. Chinese citizenship education needs to reinforce the national identity in socialism national citizenship education; cultivateing socialism world citizenship and promoteing international discourse power；seek human common good and build community of common destiny for all mankind. 着眼全球共同利益：“世界公民”教育的国际研究新趋势 Año de publicación: 2018 Autor: Song Qiang | Rao Congman 全球化对民族国家开展的传统公民教育提出了挑战。全球公民教育发展需要将教育和知识视为全球共同利益，超越短期利益，推进学习者成为2030年的“世界公民”。当前“世界公民”教育研究本着全球利益与国家利益的辩证逻辑，聚焦在“人权保护与共同发展”“国家认同到世界认同”“全球治理到世界政府”“西方式普适思想与多元文明共生”四个方面。为此，我国公民教育要加强社会主义“国家公民”教育中的国家认同；培养社会主义“世界公民”，提升国际话语权；寻求人类共同利益，构建“人类命运共同体”。 
[Draft Evaluation Report] External Evaluation of the UNESCO-IICBA Project on: “Teacher Training & Development for Peace-Building in the Horn of Africa and Surrounding Countries” Año de publicación: 2018 Autor corporativo: UNESCO International Institute for Capacity-Building in Africa (IICBA) The project on “Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries” was designed by UNESCO-IICBA and financed by the Government of Japan. The project benefitted six conflict-affected countries; Ethiopia, Eritrea, Somalia, Kenya, Uganda, and South Sudan by building on the mandate and niche expertise of UNESCO-IICBA in teacher education, as well as benefiting from the empathetic insights and financing of the Government of Japan.This evaluation report analyses the design, implementation, and consolidation of the project to assess the likelihood that it can facilitate peace education as an effective and integral part of the national education systems. The project’s short timeframe and modest financing mean that the evaluation could not credibly deal with its outcomes and impact; but efforts are made to gauge the uptake and sustainability of this project as a vehicle for promoting peace education and so help to prevent violent conflict and cultivate a culture of peace in the countries concerned. 
The SDGs AND CITIES INTERNATIONAL HUMAN MOBILITY Año de publicación: 2018 Autor corporativo: International Centre for the Promotion of Human Rights | (ICPHR) The Handbook is to address new situations – and responses to these situations – generated by the global phenomenon of human mobility in urban spaces. Democracies are being threatened by the sustained growth of social gaps and the exclusion of vast sectors of the population from political systems and benefits of development, placing structural limits on the exercise of human rights. In this context, where new tensions and problems have arisen such as massive displacements of the population, the appearance of diverse types of extremism, of wars and conflicts and climate change in turn place these social sectors under conditions of structural inequality, exclusion and discrimination, as the main victims of human rights violations. This Handbook was prepared and published with the support and assistance of the UNESCO Sector for Social and Human Sciences through its Regional Science Bureau in Montevideo and the Latin American and Caribbean Coalition of Cities against Racism, Discrimination and Xenophobia. 
A metro map illustrated in the 17 sustainable development goals Año de publicación: 2018 Autor: Rembert Jonckheere Autor corporativo: ASPnet Flanders (Belgium) “Tackling one SDG… is tackling all of them!”This metro map is a complex illustration of the 17 sustainable development goals. With different kinds of topics as service stations and the SDG’s connecting them, it shows how the goals can relate to each other, and thus it emphasises their holistic nature. I do not pretend to be completely exhaustive or correct. Probably one can add more links and topics, but this map could be helpful in education or in other institutions as a source of inspiration to start up projects within the framework of the sustainable development goals. 
The ABCs of Global Citizenship Education Año de publicación: 2016 Autor corporativo: UNESCO UNESCO's FAQ flyers on GCED L’ABC de l’éducation à la citoyenneté mondiale Año de publicación: 2016 Autor corporativo: UNESCO Les progrès considérables des technologies de l’information et de la communication (TIC) ont permis aux individus de se rapprocher et d’interagir les uns avec les autres, où que ce soit et à tout moment. Cela a contribué à intensifier le sentiment et le fait d’être interconnectés et de vivre au-delà des frontières. En outre, l’augmentation des migrations transnationales rend les communautés locales inévitablement plus hétérogènes et accroît la nécessité d’apprendre à vivre ensemble. De plus, les tensions et les conflits entre populations, ainsi que les défis liés au développement durable, tel que le changement climatique ont des origines et des conséquences qui dépassent les frontières nationales. Cela et, exige plus de coopération et à la mise en œuvre d’actions collectives aux niveaux local et mondial. 
L'ABC de l'éducation à la citoyenneté mondiale Año de publicación: 2016 Autor corporativo: UNESCO UNESO's FAQ on Global citizenship education