Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
3,777 resultados encontrados
The Representation of Jews, Judaism and Antisemitism in School Textbooks and Curricula in Europe Año de publicación: 2025 Autor corporativo: UNESCO Jewish communities have been integral to Europe’s social fabric for centuries, preserving rich religious and cultural traditions while facing recurring periods of exclusion, persecution, and resilience. School textbooks are important vantage points to understand how this history and heritage is represented, (de)constructed and embedded into a shared historical and cultural memory. They are also important practical tools used daily by students, teachers, and parents.This comprehensive research, carried out by UNESCO in collaboration with the Georg-Eckert-Institute and supported by funding from the European Commission, examines the ways in which Jewish culture, history, life, and anti-Jewish prejudice are represented in secondary school materials across eight European nations.The publication highlights opportunities within curricula to address Jewish experiences and antisemitism, reviews how these themes are incorporated into textbooks, and analyzes the narratives and portrayals that arise. The study also looks at the use of visual sources and assesses whether Jewish viewpoints and agency are sufficiently reflected. The findings highlight both recurring stereotypes and promising practices. By showcasing these contrasts, the study provides targeted recommendations to guide the creation of more inclusive educational materials. 
Mainstreaming the General History of Africa into Education Systems: The Curriculum Pathway Año de publicación: 2025 Autor corporativo: UNESCO Education about the history of Africa in formal, non-formal and informal learning settings continues to be dominated by Eurocentric perspectives, which has led to imbalanced representation of Africa’s history and preconceptions.This publication is a tool to support countries in challenging the skewed perspectives on how African history is taught and how Africa is perceived. It aims to bring to the foreground Africa’s history, cultures and heritage through the curriculum to strengthen knowledge, skills, values and attitudes that contribute towards addressing long-standing hegemonic, colonial thinking and connected racial bias, while forging a united, prosperous and peaceful Africa and world.Stemming from the decolonial vision and content of the volumes of the General History of Africa, the publication proposes guiding principles and approaches for designing and implementing the General History of Africa into the curriculum. It puts forth curriculum outlines for basic and secondary education to offer renewed and broader perspectives on the history of Africa and its diasporas, and their contributions to humanity.The curriculum outlines are structured around nine thematic Learning Units, arranged chronologically from the origins of humanity and civilizations to Africa’s most recent history. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship Año de publicación: 2024 Autor corporativo: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Global Education Meeting: Fortaleza Declaration; Unlocking the Transformative Power of Education for Peaceful, Equitable and Sustainable Futures Año de publicación: 2024 Autor corporativo: UNESCO | Brazil. Ministry of Education The 2024 Global Education Meeting (GEM), held in Fortaleza, Brazil, marked a significant milestone in the global pursuit of education equity and financing, with the adoption of the powerful Fortaleza Declaration by over 650 participants including over 50 Ministers from across the globe. Reunión mundial sobre la educación: Declaración de Fortaleza; Aprovechar el poder transformador de la educación para forjar futuros pacíficos, equitativos y sostenibles Año de publicación: 2024 Autor corporativo: UNESCO | Brazil. Ministry of Education Este documento recoge la declaración de los ministros, los jefes y los miembros de las delegaciones nacionales, los representantes de los organismos de las Naciones Unidas, los asociados humanitarios y para el desarrollo, las organizaciones internacionales y regionales, las organizaciones de la sociedad civil, la profesión docente, los jóvenes y los estudiantes, el sector privado y las fundaciones, a partir de su participación en la Reunión Global sobre Educación (GEM) 2024, llevada a cabo los días 31 de octubre y 1° de noviembre. Esta reunión, organizada por la UNESCO y con sede en Brasil, tuvo el propósito de trazar la ruta para que la educación sea la prioridad de las naciones, las regiones y el mundo como un elemento clave para alcanzar todos los ODS, adoptando un enfoque integrado y de aprendizaje permanente, centrado en el fortalecimiento y la transformación de la educación. 
Building Strong Foundations: How to Include the Whole School in Foundational Education for Health and Well-being (Building Strong Foundations Brief; 3) Año de publicación: 2024 Autor corporativo: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building Strong Foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the third of four briefs. It explores how a whole-school approach to health and well-being in primary schools generates significant impacts on learners’ health, well-being and education. The brief shares practical guidance and case studies to distill six essential elements for an effective whole-school approach to health and well-being. 
Building Strong Foundations: How to Put Foundational Education for Health and Well-being into Practice (Building Strong Foundations Brief; 4) Año de publicación: 2024 Autor corporativo: UNESCO | United Nations Children's Fund (UNICEF) The African Union’s designation of 2024 as the Year of Education highlights the critical importance of education for equipping young Africans with the skills essential for their own and for the continent’s development. It is also a recognition of the multiple challenges ahead before every child can complete primary school having acquire the foundational skills that open the door for lifelong learning. Currently the out-of-school population is rising, one in five children do not complete primary school and, of those who do, only about one in five achieve minimum proficiency in reading and mathematics. African countries have set targets on primary completion and foundational learning but to effectively translate their ambitions into results, the 2024 Spotlight continental report emphasizes the importance of coherence between their curricula, textbooks, teacher guides and assessments. It evaluates the alignment of these policy documents with each other but also with a global standard of what students are expected to know and by when. It also assesses how these key documents are used in classrooms and what the implications are for children’s opportunities to learn. This report is the second in a series of three envisaged between 2022 and 2025, each covering some 12 countries of which a selection is examined in depth, in dialogue with education ministries and national stakeholders. The focus countries for this second Spotlight report cycle were Mauritania, Niger, South Africa, Uganda, and Zambia. The statistics and analysis presented in this publication aim to feed into the policy dialogue mechanism under the auspices of the African Union and its Continental Education Strategy for Africa. In particular, the Spotlight series aims to spark debate on foundational learning among African countries and encourage them to identify areas for joined action, given that they share a lot of policy challenges. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide; Highlights Año de publicación: 2024 Autor corporativo: UNESCO UNESCO’s policy guide unpacks social and emotional learning (SEL) as a broadening of the educational process, from a focus on cognitive aspects to a balance between cognitive, social and emotional, and behavioural dimensions of learning, putting forward initial action ideas to guide its systematic mainstreaming in education. It builds on and extends previous work undertaken by UNESCO on SEL from the perspective of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD), Building Strong Foundations for Health and Well-being Education, the Happy Schools Framework, and in multiple UNESCO Offices and Institutes. 
3rd Global Forum Against Racism and Discrimination: Final Document Año de publicación: 2024 Autor corporativo: UNESCO The third edition of the Global Forum against Racism and Discrimination with the theme “Race to the top: putting racial equity and justice at the forefront of development agendas” was held in São Paulo, Brazil, on 29 November 2023 and 1 December 2023. At the invitation of Brazil, in partnership with the Ford Foundation, the Open Society Foundations, the Mover Foundation, Instituto Ibirapitanga, the Global Forum highlighted the importance of placing racial issues at the core of development and implementation strategies, with a view to socioeconomic development. The Global Forum welcomed Ministers, high-ranking officials of national bodies responsible for combating discrimination and promoting equality, mayors of the International Coalition of Inclusive and Sustainable Cities - ICCAR, academics, scientists, civil society actors, NGOs, artists and digital influencers to share good practices, strengthen commitments and discuss effective strategies to combat racism and various forms of discriminations, including recommendations on how to proceed. The Global Forum’s agenda covered several topics, such as co-creating inclusive policies with impacted communities’ inputs; increasing awareness-raising on historical systems such as transatlantic enslavement to better comprehend and dismantle their contemporary legacies such as racism; progress towards gender equality; enhancing the capacities of civil society to be an agent of change; addressing artificial intelligence and its role in perpetuating racism; protecting the rights of indigenous peoples; establishing legal and policy frameworks prioritizing anti-racism and anti-discrimination on a local and global scale; strengthening the roles of cities, civic spaces, artistic and academic communities; enhancing the importance of informed data baseline on equality for governments; and promoting social philanthropy to address racial inequality. The 2023 edition was also marked by the launch of new initiatives. One of the main outcomes of the Global Forum is the establishment of the UNESCO Network of Anti-Racism and Anti-Discrimination Officials aiming to strengthen the development of innovative and inclusive policy solutions for peace, equity and non-discrimination. UNESCO has launched the new UNESCO Anti-Racism Toolkit, the Gender-Based Resilience Framework, the ‘Let’s Talk‘ project with Harvard University to combat prejudice against migrants, and the development of a new joint OECD-UNESCO briefing on combating discrimination against migrants. Volume X of the UNESCO General History of Africa, entitled Africa and its Diasporas, was also launched during the Global Forum. The publication offers a mapping of African diasporas throughout the world, valorizing their contributions to modern societies. 
Hydro Resilience: Citizen and Open Science for Climate Adaptation Año de publicación: 2024 Autor corporativo: UNESCO Human-induced climate change is affecting weather and climate extremes worldwide and causing changes in the atmosphere, ocean, cryosphere and biosphere leading to widespread adverse impacts on people and nature. These conditions have exposed people to reduced water security and negatively affected food security and ecosystem services. Despite advances in climate and water sciences, there is still a significant gap between information availability and its uptake by stakeholders. Although there is abundant data and information available on the potential impacts of climate change, there is a lack of expert knowledge on the user side, which limits the development and implementation of effective adaptation strategies at the local level. There is also an opportunity to bring communities more on board to manage their climate risk through citizen engagement and to ensure that vulnerable communities can benefit from climate science foresight. To address these challenges, a new project was developed called ‘Hydro Resilience: Citizen and Open Science for Climate Adaptation’ to pilot citizen and open science applications for climate risk management and to support water management under climate change uncertainty.