Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
1,396 resultados encontrados
Partnering for prosperity: education for green and inclusive growth; Global education monitoring report, 2016; summary Año de publicación: 2017 Autor: Sachs, Jeffrey D Autor corporativo: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This Report makes three messages starkly clear. Firstly, the urgent need for new approaches. On current trends only 70% of children in low income countries will complete primary school in 2030, a goal that should have been achieved in 2015. We need the political will, the policies, the innovation and the resources to buck this trend. Secondly, if we are serious about SDG 4, we must act with a sense of heightened urgency, and with long-term commitment. Failure to do so will not only adversely affect education but will hamper progress towards each and every development goal: poverty reduction, hunger eradication, improved health, gender equality and women’s empowerment, sustainable production and consumption, resilient cities, and more equal and inclusive societies. Lastly, we must fundamentally change the way we think about education and its role in human well-being and global development. Now, more than ever, education has a responsibility to foster the right type of skills, attitudes and behavior that will lead to sustainable and inclusive growth. 
Futures of Education: learning to become Año de publicación: 2019 Autor corporativo: UNESCO UNESCO’s Futures of Education initiative aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. Looking to 2050 and beyond, the Futures of Education initiative seeks to reimagine how education and knowledge can contribute to the global common good. The initiative will catalyze a global debate on how knowledge and learning can shape the future of humanity and the planet. 
Tenth Meeting of the High-level Group on Education for All (EFA), 22-24 March 2011, Jomtien, Thailand: Jomtien Statement Año de publicación: 2011 Autor corporativo: UNESCO This statement is the outcome of 10th meeting of the High-level Group on Education for All. The meeting was held from 22 to 24 March 2011 in Jomtien, Thailand to urge to progress towards the EFA goals. Dixième Réunion du Groupe de Haut Niveau sur l'Éducation pour Tous (EPT), 22-24 Mars 2011, Jomtien, Thaïlande: Déclaration de Jomtien Año de publicación: 2011 Autor corporativo: UNESCO Cette déclaration est le résultat de la 10e réunion du Groupe de haut niveau sur l'éducation pour tous. La réunion a eu lieu du 22 au 24 Mars 2011 à Jomtien, en Thaïlande pour pousser à progresser vers les objectifs de l'EPT. Pan-African forum: sources and resources for a culture of peace Año de publicación: 2013 Autor corporativo: African Union The Pan-African Forum “ Sources and resources for a culture of peace” was held in Luanda, Angola, from 26 to 28 March 2013, and was jointly organized by UNESCO, the African Union and the Government of Angola, under the High Patronage of H. E. Mr José Eduardo dos Santos, President of the Republic of Angola. This forum was the result of a close cooperation between UNESCO and the African Union, one of their main objectives being building peace in Africa, through the promotion of a culture of peace based on the intrinsic values of African societies. The Republic of Angola Government, through its President of the Republic H. E. Mr José Eduardo dos Santos, resolutely engaged in this process with major financial and technical support for the organization of the Forum in the Angolan capital city. As indicated in the Action Plan adopted by the participants in plenary (Annex I), recommendations made during the Forum are directed at all components of African society : political leaders, national and regional institutions, civil society, community associations, youth movements and women’s organizations, religious and traditional leaders, entrepreneurs and leaders from the private sector, etc. The implementation of the Action Plan will be continuously monitored by the two institutions that jointly organized the Luanda Forum, the African Union and UNESCO. Representatives from the 55 African countries participating in the Forum will both contribute to the proposal for action by bringing their national experience and take the lead in the follow‐up of the recommendations made at country level. In order to ensure this follow‐up it will be important to link together the participants by the creation of an African Network for the Promotion of a Culture of Peace and Non‐violence. The representatives of African countries will play the role of focal points of the awareness campaign at the national level. Finally, the agenda of the Forum includes a plan to hold a roundtable on the establishment of a multi-stakeholder partnership for action. Organized with the participation of regional institutions, public and private economic actors as well as representatives of Governments and Civil Society, this session will be the occasion to launch a continental and lasting Movement for the promotion of a culture of peace. For this round table and for the Campaign, the stakeholders can now witness the action as their Foundation / Company / Institution / Organization leads to help in building the defence of peace in the minds of men and women and ensure that peace is a reality: "Make Peace Happen". Forum panafricain: sources et ressources pour une culture de paix Año de publicación: 2013 Autor corporativo: African Union Le Forum «Sources et ressources pour une culture de paix » panafricaines a eu lieu à Luanda, en Angola, du 26 au 28 Mars 2013, et a été organisée conjointement par l'UNESCO, l'Union africaine et le Gouvernement de l'Angola, sous le Haut Patronage de SEM José Eduardo dos Santos, Président de la République d'Angola. Ce forum a été le résultat d'une étroite collaboration entre l'UNESCO et l'Union africaine, l'un de leurs principaux objectifs étant consolidation de la paix en Afrique, à travers la promotion d'une culture de la paix fondée sur les valeurs intrinsèques des sociétés africaines. Le gouvernement de la République d'Angola, à travers son Président de la République H. E. M. José Eduardo dos Santos, résolument engagé dans ce processus avec le soutien financier et technique majeur pour l'organisation du Forum dans la capitale angolaise. Comme indiqué dans le Plan d'action adopté par les participants en séance plénière (annexe I), les recommandations formulées lors du Forum visent à toutes les composantes de la société africaine: les dirigeants politiques, les institutions nationales et régionales, la société civile, les associations communautaires, les mouvements de jeunesse et les organisations de femmes , les chefs religieux et traditionnels, les entrepreneurs et les dirigeants du secteur privé, etc. la mise en œuvre du plan d'action seront surveillés en permanence par les deux institutions qui ont organisé conjointement le Forum Luanda, l'Union africaine et l'UNESCO. Les représentants des 55 pays africains participant au Forum seront tous deux contribuer à la proposition d'action en apportant leur expérience nationale et prendre les devants dans le suivi des recommandations formulées au niveau des pays. Afin d'assurer ce suivi, il sera important de relier entre eux les participants par la création d'un Réseau africain pour la promotion d'une culture de la paix et de la non-violence. Les représentants des pays africains vont jouer le rôle des points focaux de la campagne de sensibilisation au niveau national. Enfin, l'ordre du jour du Forum comprend un plan pour tenir une table ronde sur la mise en place d'un partenariat multipartite pour l'action. Organisé avec la participation des institutions régionales, publiques et acteurs économiques privés ainsi que des représentants des gouvernements et de la société civile, cette session sera l'occasion de lancer un mouvement continental et durable pour la promotion d'une culture de la paix. Pour cette table ronde et de la campagne, les parties prenantes peuvent maintenant témoigner de l'action que leur / Société / Institution / Organisation Fondation mène pour aider à la construction de la défense de la paix dans l'esprit des hommes et des femmes et de veiller à ce que la paix est une réalité: « Agissons pour la paix ». 第十次全民教育（EFA）高级工作组会议: 宗滴恩宣言 Año de publicación: 2011 Autor corporativo: UNESCO This statement is the outcome of 10th meeting of the High-level Group on Education for All. The meeting was held from 22 to 24 March 2011 in Jomtien, Thailand to urge to progress towards the EFA goals. 
Review of UNESCO’s work on curriculum development Año de publicación: 2019 Autor corporativo: UNESCO In response to a request from the UNESCO Executive Board in Spring 2019, the UNESCO Internal Oversight Service (IOS) Evaluation Office has undertaken this Review to provide a mapping and analysis of UNESCO’s activities in curriculum; to provide an overview of the roles typically played by other national, regional and international actors in the field of curriculum, and to assess the demand for services from UNESCO Member States and donors in the area of curriculum. The review found that curriculum is widely considered as the foundational building block of the education system, resulting from a pedagogical and political consensus with regard to what is important in learning and why, according to both the learner’s needs and societal visions. In light of challenges of the 21st century and the need to strengthen the role of the humanities in a context dominated by technology and data, the redefinition of curriculum has become one of the main concerns of national education authorities around the world. It is also widely accepted that quality curricula can support the attainment of Sustainable Development Goal 4 (SDG 4). The review concluded that curriculum, particularly curriculum development and reform processes, should remain an area of UNESCO’s education programme as it addresses a clear need from Member States. As curriculum implies both technical and political dimensions, UNESCO can act as a neutral broker, to facilitate informed and inclusive policy dialogue. It also has a long-term tradition in facilitating complex curriculum processes in often difficult and sensitive contexts. In addition, UNESCO has the capacity to serve as a platform for international exchanges and comparative research, including through networks such as UNESCO Chairs, and coordinating knowledge hubs and communities of practice. To address curriculum with added value in the future, UNESCO should focus on providing methodological technical assistance, capacity development, standard-setting and policy advice to support the curriculum processes, products and competences in Member States while ensuring a coordinated and holistic perspective. Complementary to work on curriculum from a methodological point of view, thematic Sections at Headquarters should continue elaborating content on specific crosscutting topics. Looking to the future, the review recommends (i) maintaining a specialized category 1 institute as a lead entity on curriculum development; (ii) refining the offer of technical assistance and capacity development to Member States on curriculum development and reform; (iii) developing and maintaining a knowledge base of materials and a roster of experts on curriculum; (iv) providing a platform for policy dialogue and exchange of experience among Member States; and (v) systematizing the inclusion of curriculum in standard-setting and normative work. 
#CommitToEducation Año de publicación: 2019 Autor corporativo: UNESCO In December 2018, building on a series of regional consultations, the education community struck a common chord at the Global Education Meeting in Brussels, the first gathering of its kind since the adoption of the 2030 Agenda. Ministers, representatives of government, multilateral organizations, civil society and other stakeholders agreed on a set of priorities for collective action. These include an overarching focus on the right to inclusive quality education; eradicating illiteracy; including migrants, displaced persons, refugees and stateless persons in education; quality gender-responsive education and training; strengthened education for global citizenship and sustainable development; more flexible and open learning systems providing a broader range of knowledge, skills and competences at all levels; qualified teachers and domestic and international resource mobilization. This set the ground for the first review of SDG 4 by the July 2019 High level Political Forum, the UN apex platform for the follow-up and review of Agenda 2030. As the UN agency responsible for the coordination of SDG 4, mandated by the World Education Forum in Incheon (Republic of Korea, 2015), UNESCO provided an analysis of where the world stands on SDG 4, how countries have taken up the goal in their policies, and made recommendations to act better, differently and collaboratively. 
YouthXchange: green skills and lifestyles guidebook Año de publicación: 2016 Autor: Ryder. Guy, Steiner. Achim Autor corporativo: UNESCO | United Nations Environment Programme (UNEP) | UNESCO. Director-General, 2009-2017 (Bokova, I.G.) The YouthXchange Green Skills and Lifestyles Guidebook fills this gap. Developed by UNEP and UNESCO, in collaboration with the International Labour Organization (ILO), this Guidebook helps young people connect the talk about the green economy, green societies and green jobs to theirlifestyles. It focuses on the skills required to make these transitions – providing case studies and insight on green jobs and the skills they will require in terms of social innovation and entrepreneurship, the role of different stakeholders (government and private sector) and life skills. Young men and women are already driving change across the world. We must provide them with the skills they need to create new lifestyles and develop green jobs. Building a green future must start with training and education. It must start by listening to young people, by engaging their creativity and acting together.