Recursos
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Preventive Diplomacy Mechanisms and the Development of a Culture of Peace in Central Asia (East European Scientific Journal; vol. 3, no.67) Año de publicación: 2021 Autor: Z.A. Zaripova The article is devoted to the analysis of mechanisms of preventive diplomacy in the region. Central Asia at the present stage. It examines such UN mechanisms as the Sustainable Development Program. The article examines UN mechanisms for preventive diplomacy in the Central Asian region at the present stage, The study focuses on the activities of the United Nations Regional Center for Preventive Diplomacy for Central Asia as well as on efforts and cooperation among states in the region to find compromise solutions to security and development challenges. The study also examines the efforts of the states of the region to find compromise solutions to security problems and the development of a culture of peace in the region. Механизмы превентивной дипломатии и развитие культуры мира в Центральной Азии (Восточно европейский научный Журнал; vol. 3, no.67) Año de publicación: 2021 Autor: Z.A. Zaripova Статья посвящена анализу механизмов превентивной дипломатии в регионе Центральная Азия на современном этапе. Исследуются такие механизмы ООН как программа устойчивого развития, деятельность Регионального центра ООН по превентивной дипломатии для Центральной Азии, а так же усилия и взаимодействие государств региона в поиске компромиссных решений по проблемам безопасности и развитие культуры мира в регионе. 
5-year progress review of SDG 4 – Education 2030 in Asia-Pacific Año de publicación: 2021 Autor corporativo: UNESCO Bangkok | United Nations Children's Fund (UNICEF) This report documents progress made towards the achievement of SDG 4 in the Asia-Pacific region since the ambitious vision for Education 2030 was set in 2015. It analyses the regional context, challenges and opportunities, and provides policy recommendations through the lens of the overarching themes of equity and inclusion, while also considering the impact of the COVID-19 pandemic. 
Keeping the Promise: Ending Violence Against Children by 2030 Año de publicación: 2019 Autor corporativo: United Nations (UN) This report aims to help us keep that promise to children. It documents what has been achieved to date through collective action, reminds us of the prevalence and nature of violence, sets out the evidence on solutions, and charts a course for accelerated progress. 
How Mindful Compassion Practices Can Cultivate Social and Emotional Learning Año de publicación: 2018 Autor: Marilee Bresciani Ludvik | Tonya Lea Eberhart Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) A fundamental purpose of social-emotional learning (SEL) is to provide students with opportunities to develop self-awareness, self-management, and social awareness, which in turn would lead to positive goal-oriented behaviors and the cultivation of collaborative relationships. While scholarly literature lists several strategies to foster SEL skills, there is little evidence of their effectiveness. There is research to support that mindful compassion practices (MCPs) cultivate specific outcomes that align with SEL outcomes. However, questions as to how much of each of these practices and how long they need to be practiced in order to realize effective integration into school curricula remain unanswered. Nevertheless, it has been determined that in order for these approaches to have a positive effect, schools need support to define, implement, evaluate, and modify SEL curriculum according to their needs. 
Experiences of Education for Sustainable Development in the Further Education and Training Sector Año de publicación: 2021 Autor corporativo: Education and Training Foundation The Education and Training Foundation (ETF) recognises the vital role the further education and training (FE) sector has to play in combating climate change and achieving sustainability and social justice, both nationally and globally. Not only does our sector provide the technical and vocation skills required to help transition to a sustainable future, it also reaches millions of learners from all walks of life, spread across diverse communities.This report provides the results and an analytical narrative of findings from a survey carried out among the FE and training sector workforce about their experiences of education for sustainable development (ESD). 
Democracy and the Accommodation of Diversity: Advancing Pluralism Through Power Sharing, Self-Governance and Limited Government Año de publicación: 2018 Autor: Rotimi Suberu Autor corporativo: Global Centre for Pluralism (Canada) Democracy is, paradoxically, both essential and precarious in diverse and divided societies with deep cultural or ethnic (i.e., linguistic, regional, religious, racial, and other attributes of identity) divides. group). There are examples of relatively non-violent management of ethnic diversity in undemocratic systems, including the Ottoman Empire's millet system to accommodate non-Muslim communities; the British colonial system of indirect administration; and the informal ethnic balancing practices of many African dictatorships. However, the majority of ethnicity scholars agree that undemocratic regimes are often unsuccessful - and ultimately, unsustainable - managers of ethnic diversity, and that there are "no viable alternatives. democracy ”as a pluralist, peaceful, just and sustainable system of governance of such diversity. This is because basic democratic practices, including credible multiparty elections and effective protections for civil rights and freedoms, are essential for the proper articulation, representation and accommodation of competing ethnic interests. La démocratie et l’accommodement de la diversité : Faire progresser le pluralisme par le partage du pouvoir, l’autogouvernance et le gouvernement limité Año de publicación: 2018 Autor: Rotimi Suberu Autor corporativo: Global Centre for Pluralism (Canada) La démocratie est, paradoxalement, à la fois essentielle et précaire dans les sociétés diversifiées et divisées ayant de profondes fractures culturelles ou ethniques (c.-à-d., linguistiques, régionales, religieuses, raciales, et autres attributs de l’identité de groupe). Il existe des exemples de gestion relativement non violente de la diversité ethnique dans des systèmes non démocratiques, y compris le système des millets de l’Empire ottoman pour accommoder les communautés non musulmanes; le système colonial britannique d’administration indirecte; et les pratiques informelles d’équilibrage ethnique de nombreuses dictatures africaines1. Toutefois, la majorité des spécialistes de l’ethnicité conviennent que les régimes non démocratiques sont souvent des gestionnaires infructueux – et en fin de compte, insoutenables – de la diversité ethnique, et qu’il n’y a « aucune option de rechange viable à la démocratie » en tant que système de gouvernance pluraliste, pacifique, juste et durable d’une telle diversité2. Cela s’explique par le fait que les pratiques démocratiques fondamentales, y compris des élections multipartites crédibles et des protections efficaces pour les droits et libertés civiles, sont indispensables pour l’articulation, la représentation et l’accommodement adéquats d’intérêts ethniques divergents. 
Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills Año de publicación: 2021 Autor: Marta Encinas-Martin | Eva Feron | Francesco Avvisati | Marco Paccagnella | Javier Suárez-Alvarez | Michelle Cherian Autor corporativo: Organisation for Economic Co-operation and Development (OECD) Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens.The benefits of developing children’s social‐emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well‐functioning society. The OECD’s Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students’ social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio‐economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills. 
Une expérience d’éducation à la citoyenneté: La Commission jeunesse de Gatineau; Rapport de recherche produit dans le cadre du projet de recherche collaborative sur les pratiques d’éducation citoyenne en milieux communautaires et associatifs Año de publicación: 2019 Autor: Stéphanie Gaudet | Mariève Forest | Caroline Caron Autor corporativo: Conseil de recherches en sciences humaines du Canada | Centre interdisciplinaire de recherche sur la citoyenneté et les minorités (CIRCEM) | Université d'Ottawa Notre équipe de recherche collaborative pose l'hypothèse qu'une partie de la réponse aux enjeux d’apathie politique, de cynisme et de radicalisation se trouve dans une éducation citoyenne vivante et engageante. Alors que les représentants de milieux communautaires et municipaux participant à des initiatives d’éducation à la citoyenneté auprès de jeunes peuvent témoigner de l’importance que prennent ces expériences dans la vie de ces personnes, peu de chercheurs se sont penchés sur cette dynamique jusqu’à présent. Cette recherche collaborative vise à comprendre la portée éducative, citoyenne et démocratique de l’expérience participative des jeunes qui prennent part à des initiatives d’éducation à la citoyenneté. Six initiatives ayant cours en dehors des cursus scolaires ont été retenues dans cette étude, dont la Commission jeunesse de Gatineau (CJG). Ce rapport porte précisément sur les résultats d’observations ethnographiques et d’entretiens réalisés auprès de la CJG au cours de l’année 2017- 2018. Les questions de recherche que nous avons retenues sont les suivantes : Comment la CJG conçoit-elle la citoyenneté des jeunes? Quelles qualités citoyennes sont développées? Quelles approches éducatives sont mises de l’avant? Quelle est la portée démocratique des activités réalisées? La CJG est une instance municipale qui rassemble des jeunes, qui les incite à réfléchir et à discuter des dimensions de la vie municipale les touchant particulièrement et qui les amène à prendre des décisions à ce sujet. Plus largement, la CJG se présente comme une « école municipale de participation citoyenne. » Elle se dit également « une instance représentative reconnue en matière de jeunesse, où le sentiment d’appartenance à l’école et à la ville est un levier de l’engagement des adolescents. »