Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
16 resultados encontrados
GCED: Taking It Local in Asia-Pacific; A Regional Study on GCED Localization and Challenges Año de publicación: 2019 Autor corporativo: UNESCO Bangkok Global Citizenship Education (GCED) is often interpreted in theoretical ways, which may make GCED difficult for laypeople to understand from a local perspective. However, notions of GCED are deeply rooted in the cultures of the Asia-Pacific region and are very much related to daily life experiences.In the “Asia-Pacific Regional GCED Network 2018 Jakarta Meeting Final Report”, “Contextualize GCED in Asia-Pacific while keeping in mind the global view” has been identified as one of the actions needed for facilitating GCED implementation. Thus, this study attempts to link the concept of GCED with localized ideologies by showing some examples of the way GCED is understood in different cultural contexts in the Asia and Pacific region. 
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). 
Multi-Stakeholder Approaches to Education for Sustainable Development in Local Communities: Towards Achieving the Sustainable Development Goals in Asia Año de publicación: 2020 Autor corporativo: UNESCO The idea for this publication first emerged from the ‘10th Asia-Pacific RCE Regional Meeting and Symposium on the Sustainable Development Goals: From Goals to Action’, held from 2 to 4 November 2017 at the India Habitat Centre in New Delhi, India. The case studies presented at the symposium became the basis for this publication.The cases presented in this publication show how RCEs create solutions that enable sustainable development practices in local communities by utilizing education, innovative learning methods and multi-stakeholder partnerships. Local stakeholders take ownership of the sustainability processes, consistently address the targeted SDGs, and demonstrate RCE contributions to the ESD for 2030 priority action areas – policy, education and training settings, educators, youth and community. 
Approaches to Language in Education for Migrants and Refugees in the Asia-Pacific Region Año de publicación: 2020 Autor corporativo: UNESCO | United Nations Children's Fund (UNICEF) UNESCO Bangkok commissioned this paper to examine strategies for addressing the needs of refugee, migrant and internally displaced children in the Asia-Pacific region. This document aims to create a stronger knowledge base to support Member States as they formulate education policies that are responsive to the needs of such children. This document aims to:Examine how linguistic diversity and human mobility intersect and impact minority, migrant and refugee children’s access to quality, inclusive educationLink policy priorities to promising practices, based on international frameworks and lessons learned from successful programmesRecommend steps for improving language-in-education policies and their implementation. To do this, this paper examines:Global and regional trends in migrationThe impact of migration on children’s educationLinguistic diversity and its implications for language-in-education policies and practicesResearch and resources that support inclusive quality education for migrant and refugee children. 
STEM Education for Girls and Women: Breaking Barriers and Exploring Gender Inequality in Asia Año de publicación: 2020 Autor corporativo: UNESCO Bangkok Science, Technology, Engineering and Mathematics (STEM) fields are considered catalysts for the achievement of the 2030 Agenda for Sustainable Development. Yet, particularly for STEM fields, girls and women, for a multitude of social, cultural and psychological reasons, engage and participate at a lower rate than boys and men. This research collection aims to highlight the contextual barriers that girls and women face in STEM education and careers and offer concrete examples of interventions that successfully encourage participation of girls and women in STEM. These eight case studies from across Asia explore both the barriers and the achievements in SDG 4 and SDG 5, and give context-specific analysis of different aspects of gender disparities in the respective countries. 
Reflect–Share–Act: A Guide to Community-based Education for Sustainable Development Año de publicación: 2021 Autor corporativo: UNESCO This guidebook aspires to build a community where learning for sustainable development takes place everywhere for everyone as an ongoing practice. It introduces you to Reflect-Share-Act, a process to discover and define sustainable development in your own contexts together with others in your community. The guide compiles resources that can support this learning process, including stories of various communities’ actual experiences of Reflect-Share-Act.