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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التعليم في أفريقيا: إدماج الإنصاف في صميم السياسات التعليمية; ملخص تنفيذي Año de publicación: 2023 Autor corporativo: UNESCO Dakar | Union Africaine Ce rapport fait suite à la demande formulée par les États membres de l'Union Africaine au cours de la Conférence panafricaine de haut niveau sur l’éducation de 2018. Il vise à soutenir les efforts entrepris par les pays africains afin d’accélérer la réalisation des cibles et des objectifs stratégiques fixés dans le Programme 2030 et la Stratégie continentale de l’éducation pour l’Afrique (CESA). Ce premier rapport met en lumière la nécessité d’accorder une place centrale à l’équité, sans laquelle les efforts d’amélioration de l’accès à l’éducation et de sa qualité pourraient involontairement creuser les inégalités existantes. This report follows the request made by the Member States of the African Union during the 2018 Pan-African High-Level Conference on Education. It aims to support the efforts undertaken by African countries to accelerate the achievement of the targets and strategic objectives set out in the 2030 Agenda and the Continental Education Strategy for Africa (CESA). This first report highlights the need to place equity at the heart of efforts to improve access to and the quality of education, without which efforts to improve access to and the quality of education could inadvertently widen existing inequalities. Education in Africa: placing equity at the heart of policy; executive summary Año de publicación: 2023 Autor corporativo: UNESCO Dakar | Union Africaine This report follows the request made by the Member States of the African Union during the 2018 Pan-African High-Level Conference on Education. It aims to support the efforts undertaken by African countries to accelerate the achievement of the targets and strategic objectives set out in the 2030 Agenda and the Continental Education Strategy for Africa (CESA). This first report highlights the need to place equity at the heart of efforts to improve access to and the quality of education, without which efforts to improve access to and the quality of education could inadvertently widen existing inequalities. A Educação na África: colocar a igualdade no cerne da política; sumário executivo Año de publicación: 2023 Autor corporativo: UNESCO Dakar | Union Africaine Ce rapport fait suite à la demande formulée par les États membres de l'Union Africaine au cours de la Conférence panafricaine de haut niveau sur l’éducation de 2018. Il vise à soutenir les efforts entrepris par les pays africains afin d’accélérer la réalisation des cibles et des objectifs stratégiques fixés dans le Programme 2030 et la Stratégie continentale de l’éducation pour l’Afrique (CESA). Ce premier rapport met en lumière la nécessité d’accorder une place centrale à l’équité, sans laquelle les efforts d’amélioration de l’accès à l’éducation et de sa qualité pourraient involontairement creuser les inégalités existantes. This report follows the request made by the Member States of the African Union during the 2018 Pan-African High-Level Conference on Education. It aims to support the efforts undertaken by African countries to accelerate the achievement of the targets and strategic objectives set out in the 2030 Agenda and the Continental Education Strategy for Africa (CESA). This first report highlights the need to place equity at the heart of efforts to improve access to and the quality of education, without which efforts to improve access to and the quality of education could inadvertently widen existing inequalities. L’éducation en Afrique: Placer l’équité au cœur des politiques Año de publicación: 2023 Autor corporativo: UNESCO Dakar | Union Africaine Ce rapport fait suite à la demande formulée par les États membres de l'Union Africaine au cours de la Conférence panafricaine de haut niveau sur l’éducation de 2018. Il vise à soutenir les efforts entrepris par les pays africains afin d’accélérer la réalisation des cibles et des objectifs stratégiques fixés dans le Programme 2030 et la Stratégie continentale de l’éducation pour l’Afrique (CESA). Ce premier rapport met en lumière la nécessité d’accorder une place centrale à l’équité, sans laquelle les efforts d’amélioration de l’accès à l’éducation et de sa qualité pourraient involontairement creuser les inégalités existantes. This report follows the request made by the Member States of the African Union during the 2018 Pan-African High-Level Conference on Education. It aims to support the efforts undertaken by African countries to accelerate the achievement of the targets and strategic objectives set out in the 2030 Agenda and the Continental Education Strategy for Africa (CESA). This first report highlights the need to place equity at the heart of efforts to improve access to and the quality of education, without which efforts to improve access to and the quality of education could inadvertently widen existing inequalities. 
Namibia SDG Push Framework: Unlocking New Pathways to SDG Acceleration Año de publicación: 2024 Autor corporativo: United Nations Development Programme (UNDP) SDG Push is about realizing development ambition and redefining how we build acceleration pathways. It helps pinpoint policy choices that ‘move the needle’ towards the achievement of the Sustainable Development Goals. A UNDP flagship initiative, SDG Push uses digital and data innovation, systems thinking, and futures approaches to provide a comprehensive and country-specific tool to plan and implement SDG breakthroughs in a variety of development contexts. SDG Acceleration Pathways, specific to context and need, were co-created in collaboration with Indonesia, Moldova, Namibia, Peru and South Africa. These pilots helped to refine the SDG Push approach and the digital SDG Push Diagnostic and formed the foundation of the Integrated SDG Insights Reports, presented at the 2023 SDG Summit. This integrated, modular approach includes the analysis of development trends and priorities with data visualization, integrating generative dialogue, foresight methods and economic modelling to assess the impact of potential accelerators. 
South Africa SDG Push Framework: Unlocking New Pathways to SDG Acceleration Año de publicación: 2024 Autor corporativo: United Nations Development Programme (UNDP) SDG Push is about realizing development ambition and redefining how we build acceleration pathways. It helps pinpoint policy choices that ‘move the needle’ towards the achievement of the Sustainable Development Goals. A UNDP flagship initiative, SDG Push uses digital and data innovation, systems thinking, and futures approaches to provide a comprehensive and country-specific tool to plan and implement SDG breakthroughs in a variety of development contexts. SDG Acceleration Pathways, specific to context and need, were co-created in collaboration with Indonesia, Moldova, Namibia, Peru and South Africa. These pilots helped to refine the SDG Push approach and the digital SDG Push Diagnostic and formed the foundation of the Integrated SDG Insights Reports, presented at the 2023 SDG Summit. This integrated, modular approach includes the analysis of development trends and priorities with data visualization, integrating generative dialogue, foresight methods and economic modelling to assess the impact of potential accelerators. 
[Synthesis Report] Climate Change and Girls' Education: Barriers, Gender Norms and Pathways to Resilience Año de publicación: 2023 Autor corporativo: Plan International This research explores the relationship between climate change and girls' education: what are the direct and indirect impacts of climate change on girls' access to school and completion of their education? How do these impacts intersect with existing gender barriers to education? And how does your education help girls respond and adapt to climate change in their communities? A synthesis report and summary are also available, along with the technical report for more details on the conclusions and the research itself. 
Transformative pedagogy for learning to live together in Southern Africa: a practical guide Año de publicación: 2022 Autor corporativo: UNESCO International Institute for Capacity-Building in Africa (IICBA) IntroductionEducation is a powerful force for peacebuilding and transformation: it can contribute to changing individuals and communities, promoting a more just and equitable world fostering inclusion, social cohesion and ultimately contributing to creating peaceful societies. Teachers play a central role in the establishment of knowledge, attitudes and values among young people; they also empower them to propose alternative narratives, to engage with their communities and to contribute to building peaceful societies through their actions.This work can be done through subject areas, e.g., history, civic and moral education, art, music, sports etc., or through dedicated subjects. In any case, there is a need to equip teachers with specific skills and knowledge and this guide can also be used in science subjects.This work cannot begin or take place in the school environment only. It is important to establish a continuum between the school and its surrounding environment. This requires knowledge of the local context and mobilization of organizations and/or community stakeholders. All these aspects are building blocks of transformative pedagogy, which is the central element of this Guide. Chapter One provides concrete elements of analysis to help understand violence and its root causes in the SADC region and to identify prevention strategies. Chapter Two discusses the importance of education, highlighting key elements that contribute to education for peace building and transformation. Chapter Three focuses on the importance of fostering ethical reflections as spaces for dialogue and identity building to develop a sense of purpose and belonging. Chapter Four provides concrete approaches for teachers to adopt Transformative Pedagogy .Chapter Five highlights core competences for Learning to Live Together understood as the combination of knowledge, skills and attitudes essential to promote mutual understanding and social cohesion (the core competencies presented do not constitute an exhaustive list). Chapter Six discusses learners empowerment and participation in community engagement, equipping teachers with concrete tools and approaches to support learners as active change-makers to transform their communities. Chapter seven focuses on assessment as a key component of the transformative learning process allowing both teachers and learners to self-reflect, make connections, understand where they are in the learning process, how they arrived there and what questions they may still have. Chapter Eight introduces concrete activities for learners that can inspire teachers, as well as provide some ideas of initiatives that can be organised. A table at the beginning of Chapter Eight connects the relevant contents of the Guide with each activity presented. 
Enseigner Témoigner Año de publicación: 2024 Autor corporativo: Ligue de l'enseignement, Fédération de Paris & Ibuka France En 1994, environ 1 million de Tutsi ont été tués au Rwanda. Le génocide perpétré contre les Tutsi au Rwanda constitue l’une des principales tueries du XXème siècle. Elle a été rendue possible par l’action d’extrémistes qui ont, pendant des années, attisé la haine anti-tutsi au sein de la population rwandaise à coup de préjugés, de fausses informations, d’accusations en miroir, de stratégie de manipulation et de conditionnement des esprits à la peur, à la haine et à la violence meurtrière.Avec l’inscription récente de son enseignement dans les programmes scolaires, de plus en plus d’enseignants travaillent avec leurs élèves sur cet événement majeur de l’histoire du XXème siècle. Parallèlement, des rescapés ressentent le besoin de témoigner pour partager leur histoire avec la jeune génération et prévenir ainsi les mécanismes qui ont rendu ce drame possible. Dans ce contexte, l’association Ibuka France et la Ligue de l’enseignement engagent une action commune pour proposer un accompagnement dans l’organisation et la gestion pédagogique d’une rencontre avec un témoin-rescapé en classe. Cet accompagnement vise à créer un cadre à la fois utile et sécurisant pour l’ensemble des acteurs engagés et impactés par le témoignage en classe. In 1994, around 1 million Tutsis were killed in Rwanda. The genocide perpetrated against the Tutsis in Rwanda is one of the major killings of the twentieth century. It was made possible by the actions of extremists who, for years, stirred up anti-Tutsi hatred among the Rwandan population by means of prejudice, false informations, mirror-image accusations, a strategy of manipulation and the conditioning of minds to fear, hatred and murderous violence.With the recent inclusion of the subject in school curricula, more and more teachers are working with their pupils on this major event in the history of the 20th century. At the same time, survivors are feeling the need to share their stories with the younger generation and prevent the mechanisms that made this tragedy possible. Against this backdrop, Ibuka France and the Ligue de l'enseignement have joined forces to offer support in organising and managing a meeting with a survivor-witness in the classroom. The aim of this support is to create a framework that is both useful and reassuring for all those involved and affected by the testimonial in the classroom. 
Reconciliation through Global Citizenship Education Año de publicación: 2023 Autor corporativo: UNESCO This document zeroes in on how concepts of GCED and reconciliation are addressed in current research and practice and aims to provide existing grounds and future considerations for policy-makers concerned with reconciliation through education.