Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
1,172 resultados encontrados
Distance Learning: A Guide to Playful Distance Learning – Online and Offline Año de publicación: 2020 Autor corporativo: LEGO Foundation The LEGO Foundation Distance Learning Guide offers ideas, evidence and links to useful resources and learning communities, to help you make children’s distance learning more playful, engaging, joyful and effective, whether children are learning online or offline. El aprendizaje a distancia: Una guía para el aprendizaje a distancia a través del juego, online y offline Año de publicación: 2020 Autor corporativo: LEGO Foundation La Guía para el aprendizaje a distancia de la Fundación LEGO ofrece ideas, evidencia y vínculos a recursos útiles y a comunidades de aprendizaje, para ayudarle a hacer el aprendizaje a distancia de los niños y las niñas más lúdico, involucrado, alegre y efectivo, ya sea que los niños y las niñas estén aprendiendo de manera online u offline. 
Education for Sustainable Development and COVID-19 in Southern Africa: Intersecting Perspectives on Why Water, Food and Livelihoods Matter in Transforming Education for Sustainable Futures Año de publicación: 2021 Autor: Heila Lotz-Sisitka | Injairu Kulundu | Rachel Neville | Anna James | Ayanda Buhlebenkosi Moyo | Esthery Kunkwenzu | Domingos Carlos Mirione | Gibson Mphepo | Kgosietsile Velempini | Lwanda Maqwelane | Phila Dyantyi | Rutendo Mushishi | Selemani Abdul Makwita | Yeukai Musariri | Zenani Mhlanga Autor corporativo: JET Education Services | Rhodes University The main question of this book is ‘What can we learn from this intersecting crisis for transforming education for sustainable futures in southern African countries’.The research process will generate a few additional questions including, but not limited to:Can stronger school-community-government partnerships help to reduce risks and challenges such as those being faced now under the COVID-19 crisis?What can our governments do better?What can communities and parents do?What can educators and learners do?What systems need to be generated to ensure an alternative, transformed future and what is the role of education in this story? 
School Closures and Regional Policies to Mitigate Learning Loss due to COVID-19: A Focus on the Asia-Pacific Año de publicación: 2021 Autor corporativo: UNESCO Institute for Statistics (UIS) Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia.Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind.This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.To achieve SDG 4, all children and young people, and especially those in marginalized groups, need support to get the education they need and deserve. 
Global Citizenship Education and the Police: An Opportunity For Partnership? Año de publicación: 2021 Autor: Robin Young Autor corporativo: Bridge 47 This publication aims to provide some reflective questions and practicalities to consider before embarking on a partnership with the police sector and to contribute to a wider reflection, dialogue and knowledge sharing within the GCE sector globally about the opportunities and challenges for advancing the mission of GCE through engagement with the police sector. 
Roadmap for Integrating Global Citizenship and Liberation History in Teaching and Learning in SADC Member States Año de publicación: 2021 Autor corporativo: UNESCO The Roadmap for integrating GCED and SALH in teaching and learning in SADC member states is grounded in two visions: Identify common values and learning outcomes that can be advanced by GCED and SALH, with a view of promoting the sense of belonging, solidarity, and regional identity and integration. Guide education planners and practitioners to mobilize the GCED and SALH contents to contribute to the SADC vision of reconciliation, social cohesion, resilience, peace, solidarity, development, and freedom for future generations through promoting an education that equips young people with skills, values, knowledge, behaviours, and attitudes that critically and creatively address today’s local, national, regional, and global challenges through an inclusive lens. The objectives of this Roadmap are to: Provide general guidance and steps for the integration of SALH and GCED in curricula and teaching and learning practices in SADC member states; Provide articulations between the regional and local philosophical concepts and the GCED core values, such as ubuntu, to support a contextualized teaching of GCED values; Support countries to identify priority topics and steps towards integrating GCED and SALH in education policies in a manner that highlights the regional dimensions of liberation history, as well as universal values; Propose learning outcomes and competencies as well as teaching and learning approaches for GCED and SALH; Provide guidance on integration of GCED and SALH in teacher education programmes, as well as possible assessment methods. 
Transformative Education: Bridging Education for Change Año de publicación: 2021 Autor: Jana Arbeiter | Maja Bučar Autor corporativo: Bridge 47 This publication suggests that improvements in the areas of coordination, cooperation, awareness raising and capability development are needed, as outlined in the recommendations below. Policies and strategies at national, regional and global level should adopt overarching visions for transformative education in the form of overarching strategies for SDG Target 4.7. Mechanisms for coordination and collaboration between the different components of SDG Target 4.7 should be established at national, regional and global levels. Awareness of the role of transformative education and SDG Target 4.7 in contributing to more just and sustainable futures should be raised jointly between the different components of SDG Target 4.7. Opportunities for capacity building and upskilling of practitioners and learners linked to transformative education should be enabled and created at national, regional and global levels. 
Transformative Competencies: How to Define and Implement Competencies for SDG Target 4.7 Año de publicación: 2021 Autor: Johanna Helin Autor corporativo: Bridge 47 This paper was commissioned to support advocacy for SDG Target 4.7 in European and global policies by exploring the concept of ‘Competencies for SDG Target 4.7’. This advocacy paper draws from a desk review of existing global and regional competency frameworks at national, regional and global levels. The aim is to get a clearer understanding of these transformative competencies and how they help the implementation and assessment of Target 4.7.This paper is divided in three sections. The first section provides background to the different world views that frame the discussion on competencies, before turning to presenting some of the competency frameworks for Target 4.7. The second section gives some examples of how these competencies are being introduced into national education policies, professional skills training and lifelong learning. The paper finishes with conclusions and policy recommendations. 
Indicators: The Need and Challenges of Tracking Implementation of Target 4.7 Año de publicación: 2021 Autor: Johanna Helin Autor corporativo: Bridge 47 This paper investigates the existing and proposed indicators and monitoring frame- works for 4.7. Examining efforts at national, regional, and global levels will identify the main challenges in measurement initiatives. The paper will start by looking at the context of SDGs and the special character of Target 4.7. Thereafter, it will discuss the process and limitations of defining the indicators at the global level. It will also review regional developments, tools, and ideas for national and local level assessment frameworks in Asia-Pacific and Europe. The paper ends with conclusions and policy recommendations. 
Resources: For SDG Target 4.7 Año de publicación: 2021 Autor: Sandra Oliveira Autor corporativo: Bridge 47 This paper is part of a series of publications commissioned to support advocacy for more space for SDG Target 4.7 of Agenda 2030 in European and global policies. In November 2019, Bridge 47 organised an event called Envision 4.7, which brought together civil society organisations, national governments, MEPs, European and global organisations, and together wrote a Roadmap for SDG Target 4.7 for Europe.Focusing on the key themes of this Envision 4.7 Roadmap and drawing on the Envision 4.7. policy papers as key references, this paper focuses on providing a global overview and identification of the types of resources re- quired to achieve this target.\