Recursos
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518 resultados encontrados
Higher Education, Peace & Security in the Eastern Africa Region Año de publicación: 2023 Autor: Sabiti Makara Autor corporativo: UNESCO Nairobi This paper stems from issues that were deliberated on at a regional conference titled, Emerging Issues in the Sciences, Climate Change, Peace and Security and Information and Communication Technologies (ICTs), organized in Djibouti, in May 2017 by UNESCO Regional Office for Eastern Africa. The paper examines the issues and challenges of peace and security in Eastern Africa region. It puts into perspective higher education in the region, in terms of assess, quality, relevance, knowledge and skill products, and capacity to solve social challenges of society. The May 2017 Djibouti Conference on Higher Education, Peace and Security aimed at placing higher education at the center of understanding the complex regional challenges with regard to peace and security in a broad context, including poverty, climate change and environment, intergenerational transfer of knowledge, colonial/neo-colonial heritage, regional integration, cultural resources, and unemployment. The centrality of education as a tool for social transformation in Africa, and elsewhere is a critical element of transforming society, however that very element is up for debate. Specifically, the impact of higher education as a means of accelerating the sciences (natural and social sciences) is due for robust debate, as to whether or not, it is leading to innovations, creativity, and research-led solutions to challenges of society. The critical issue for the Djibouti Conference deliberations was: could Science, technology and in more recent years, information and communications technology, lead to transformation of society in the region? The other issue was: is it only the natural sciences that have the greatest potential for that transformation, or that the social sciences and humanities are relevant in this context? Besides, since issues of peace and security are complex, could multidisciplinary approaches be appropriate? This paper is not a rapporteur's report of the Djibouti conference. It is a set of reflection and reframing of issues for further debate and discussion. 
The prospects of development education in African countries: building a critical mass of citizenry for civic engagement Año de publicación: 2015 Autor: Simon Eten Autor corporativo: Centre for Global Education (CGE) This article argues that development education is often framed in an African context within notions of national citizenship designed to engender support for public institutions and policies rather than develop critical thinking skills. This limited concept and application of development education often results in public apathy and disengagement from participation in community, national and global development initiatives. The author argues that recourse to the more radical, Freirean conception of development education practice in African states could potentially support more engaged public activism in issues underpinning poverty and injustice locally and globally. The author draws upon his knowledge and experience of the public sector in Ghana and general trends across Africa to propose potentially fertile areas of research that could support more effective DE practice that nurtures enhanced civic engagement. Les perspectives de l'éducation au développement dans les pays africains: la construction d'une masse critique de citoyens pour l'engagement civique Año de publicación: 2015 Autor: Simon Eten Autor corporativo: Centre for Global Education (CGE) Cet article soutient que l'éducation au développement est souvent encadrée dans un contexte africain dans les notions de citoyenneté nationale visant à susciter le soutien des institutions et des politiques publiques plutôt que de développer la pensée critique. Ce concept limité et l'application de l'éducation au développement se traduit souvent par l'apathie du public et le désengagement de la participation à la communauté, les initiatives nationales et mondiales de développement. L'auteur fait valoir que le recours à la plus radicale, la conception freirienne de la pratique de l'éducation au développement dans les pays africains pourrait soutenir l'activisme public plus engagé dans les questions qui sous-tendent la pauvreté et de l'injustice localement et globalement. L'auteur puise dans ses connaissances et de l'expérience du secteur public au Ghana et les tendances générales à travers l'Afrique pour proposer des zones potentiellement fertiles de la recherche qui pourrait soutenir la pratique DE plus efficace qui favorise l'engagement civique renforcée. 
No Education, No Protection: What School Closures Under COVID-19 Mean for Children and Young People in Crisis-Affected Contexts Año de publicación: 2021 Autor corporativo: Inter-agency Network for Education in Emergencies (INEE) | Alliance for Child Protection in Humanitarian Drawing from research and experience on previous infectious disease outbreaks and an emergent body of work from the current COVID-19 pandemic, this report highlights the primarily negative effects resulting from the combination of sudden school closures and restricted access to and availability of services, social networks, and other protective facilities for children and young people living in crisis-affected contexts. The consequences of school closures on education and child protection can be categorized into three principal areas:1. Loss of learning and impediments to providing inclusive, equitable, quality education2. Negative impact on child well-being and healthy development3. Amplified child protection risks and harms experienced by children and young people 
Gender-responsive Pedagogy for Early Childhood Education: A Toolkit for Teachers and School Leaders Año de publicación: 2019 Autor corporativo: VVOB | Forum for African Women Educationalists (FAWE) The Gender-Reponsive Pedagogy for Early Childhood Education Toolkit targets early childhood education teachers and all other practitioners who deal with younger children. It is a practical guide that can be adapted to any context and the related needs as well as a source of ideas and resources that individual teachers and school leaders can put to immediate use in their classrooms and schools. The toolkit is also a useful resource for researchers, school-parent committees and governing bodies, civil society organisations, community leaders and education policy makers. 
South-South and Triangular Cooperation in Action Año de publicación: 2018 Autor corporativo: UNESCO | UN. Office for South-South Cooperation (UNOSSC) This publication is UNESCO’s first dedicated report on South-South cooperation and triangular cooperation. It presents an overall picture of the progress achieved to support technical cooperation, capacity building and knowledge sharing through South-South and triangular cooperation in UNESCO’s areas of competence with highlights of specific examples. It paves the way for deepening future cooperation in this area. La coopération Sud-Sud et triangulaire en action Año de publicación: 2018 Autor corporativo: UNESCO | UN. Office for South-South Cooperation (UNOSSC) La présente publication est le premier rapport de l’UNESCO qui traite de la coopération SudSud et de la coopération triangulaire. Elle brosse un tableau d’ensemble, illustré par des exemples particuliers, des progrès que ces modalités de coopération ont permis d’accomplir pour faciliter la coopération technique, le renforcement des capacités et le partage des connaissances dans les domaines de compétence de l’UNESCO, et ouvre la voie à de plus amples efforts en la matière. La cooperación Sur-Sur y la cooperación triangular en acción Año de publicación: 2018 Autor corporativo: UNESCO | UN. Office for South-South Cooperation (UNOSSC) Esta publicación es el primer informe específico de la UNESCO sobre la cooperación Sur-Sur y la cooperación triangular. Se presenta un panorama general de los avances en la cooperación técnica, la creación de capacidades y el intercambio de conocimientos mediante la cooperación SurSur y la cooperación triangular en las esferas de competencia de la UNESCO y se mencionan ejemplos concretos. Se allana el camino para profundizar la cooperación en este ámbito en el futuro. 
Global Priority Africa Flagships 2023: An Update from UNESCO Regional Office for Southern Africa Año de publicación: 2024 Autor corporativo: UNESCO Harare Two years into the implementation of the Operational Strategy for Priority Africa 2022-2029 (OSPA), a new biennium has commenced through the Programme and Budget for 2024-2025. With a goal of achieving the Sustainable Development Goals (SDGs) of the United Nations’ Agenda 2030 and the African Union’s Agenda 2063 “The Africa We Want”, the OSPA remains pivotal in accelerating the achievement of SDGs amidst a growing threat of regression and stagnation on some of the SDG targets. The relentless climatic changes have resulted in droughts and cyclones whose incessant rains have caused food insecurity, waterborne diseases and loss of biodiversity. Geopolitical crisis and the remnants of the impacts of COVID-19 continue to waylay the aspirations of the continent. Gender inequality, youth unemployment, education and HIV and AIDS continue to be areas for concern. Despite this plethora of challenges, Member States remain committed to Agenda 2030 and 2063 and the strong partnership existing with UNESCO and the rest of the UN system. While the OSPA is driven to address challenges in the areas of demography and sustainable development, education and knowledge, climate change, cultural renaissance, and peace and democracy these all have far-reaching consequences beyond their focus hence addressing these contributes widely to other thematic areas. Priority Africa reinforces UNESCO’s partnerships with African governing bodies such as the African Union (AU), Regional Economic Communities (RECs), Member States as well as other UN agencies. Being also aligned with the Southern African Development Community (SADC) and UNESCO’s Joint Programme of Action (JPA) 2022-2025, the OSPA continues to demonstrate its relevance to the region. 
Bridge Zambia Project Report Año de publicación: 2019 Autor corporativo: Korean National Commission for UNESCO | Zambia National Commission for UNESCO The Bridge Zambia Project (the Project) has been implemented jointly between the Korean National Commission for UNESCO (KNCU) and its partners in Zambia since October 2010. In March 2019, KNCU’s involvement in the Project will come to an end and Zambia will take over full responsibility for the Project as it goes forward. The Project has supported grassroots activities through the establishment of a Community Learning Centre (CLC), which acts as a hub of community-led development activities in non-formal education. The Project has mobilized and empowered communities and local leadership to take charge of non-formal education programmes with the aim of assisting Zambia to attain UNESCO’s Education for All goals and UN Sustainable Development Goal 4 (SDG 4), concerning education quality.