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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Access to Information: A New Promise for Sustainable Development Año de publicación: 2019 Autor corporativo: UNESCO The central aim of this study is to unpack the major trends in the field of ATI laws and their implementation. In order to understand the trends, the report examines the activities of trendsetters. It focuses on awareness-raising by UNESCO, Member State recommendations in the Universal Periodic Review, the commitments of the Open Government Partnership, actions of civil society organizations, and the standard-setting activities of such regional intergovernmental organizations as the Council of Europe, the African Union and the Organization of American States. 
Reporting on Violence against Women and Girls: A Handbook for Journalists Año de publicación: 2019 Autor: Anne-Marie Impe Autor corporativo: UNESCO Ethical journalism is inseparable from fact-based journalism that seeks to promote gender equality in and through the media. This handbook aims to support media professionals in their coverage of the various types of violence against girls and women.It provides advice, benchmarks and resources to help journalists and reporters ensure quality media coverage that is accurate, regular, engaged and respectful of the fundamental principles of the profession.By adopting these principles, the media has the power to shed light on the extent and implications of violence against women and girls, and to inform victims about available resources for support. This can, in turn, influence public opinion and help stop violence against girls and women through collective awareness-raising of the human rights at stake. Informer sur les violences à l’égard des filles et des femmes: manuel pour les journalistes Año de publicación: 2019 Autor: Anne-Marie Impe Autor corporativo: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Tout journalisme éthique est inséparable d’un journalisme basé sur les faits et qui vise à promouvoir l’égalité des genres dans et à travers les médias.Destiné aux professionnels des médias, ce manuel est conçu pour accompagner les médias dans leur traitement journalistique des divers types de violences faites aux filles et aux femmes.Il offre des conseils, des repères et des ressources afin d’aider les journalistes et reporters à assurer une couverture médiatique de qualité : précise, fréquente, engagée et respectueuse des principes fondamentaux du métier.En reprenant ces principes, les médias ont le pouvoir d’éclairer sur l’étendue de ces violences et de leurs implications, ainsi que d’informer les victimes sur les recours existants. Ainsi, ils peuvent influer sur l’opinion publique et contribuer à arrêter les violences à l’égard des filles et des femmes par le biais d’une prise de conscience collective des droits humains en péril. 
Educational Content up Close Examining the Learning Dimensions of Education for Sustainable Development and Global Citizenship Education Año de publicación: 2019 Autor corporativo: UNESCO In taking ESD and GCED forward, UNESCO seeks to advance a holistic approach to education that emphasizes three inter-related dimensions of learning – the cognitive, social and emotional and behavioural.This publication summarizes the findings of a study commissioned by UNESCO to examine if and how these three dimensions of learning and teaching of ESD and GCED are reflected in pre-primary, primary and secondary educational content (ie. national laws, policies and the intended curriculum) in Costa Rica, Japan, Kenya, Lebanon, Mexico, Morocco, Portugal, Republic of Korea, Rwanda and Sweden. The outcome of this work shows a major pattern of commitment to the three learning dimensions in the selected countries and across the four education levels, with noteworthy nuances between ESD and GCED. 지속가능발전교육 및 세계시민교육의 학습 영역 연구: 국가별 교육 과정 분석을 중심으로 Año de publicación: 2019 Autor corporativo: 유네스코 이 보고서는 유네스코가 의뢰한 연구 결과를 요약한 것으로, ESD 및 GCED의 교수·학습에 있어서 이 세 가지 영역이 취학전교육, 초등교육, 중등교육의 내용 (예: 국가법, 정책 및 의도된 교육과정)에 반영되고 있는지 여부와 어떻게 반영되고 있는지를 검토하고 있다. 연구 대상 국가로는 코스타리카, 일본, 케냐, 레바논, 멕시코, 모로코, 포르투갈, 한국, 르완다, 스웨덴 등 10개국이다. 이 연구결과는 선정 국가별, 교육단계별로 나타나는 세 가지 학습 영역에 대한 주요 양상을 보여주고 있으며, ESD와 GCED 사이의 미묘한 차이는 주목할 만하다. 
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. 
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: Организация Объединенных Наций по вопросам образования, науки и культуры (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. 
Behind the Numbers: Ending School Violence and Bullying Año de publicación: 2019 Autor corporativo: UNESCO School-related violence in all its forms, including bullying, is an infringement of children’s and adolescents’ rights to education and health and well-being. No country can achieve inclusive and equitable quality education for all if learners experience violence in school.This report provides an overview of the most up-to-date evidence on school violence and bullying. It includes global and regional prevalence and trends, factors that influence vulnerability to school violence and bullying, and consequences. The publication brings together for the first time in one place a wealth of quantitative data from two large-scale international surveys: the Global School-based Student Health Survey (GSHS) and the Health Behaviour in Schoolaged Children (HBSC) study. The surveys cover 144 countries and territories in all regions of the world, and from a wide range of other global and regional surveys. The publication also includes an analysis of factors that contribute to effective national responses, based on a series of case studies commissioned by UNESCO of countries that have succeeded in reducing the prevalence of school violence and bullying or have maintained low levels of school violence over time.