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Sustainable Cities Año de publicación: 2017 Autor corporativo: Organization of American States (OAS) Portal with multimedia content about six fundamental components of a sustainable city, proposed by the Sustainable Cities program of the OAS: - Alternative energy sources - Sustainable urban transport - Resilience to natural disasters - Waste management - Management of water resources - Climate and urban management. Ciudades sostenibles Año de publicación: 2017 Autor corporativo: Organization of American States (OAS) Portal con contenido multimedia en el que se hace un acercamiento a seis componentes fundamentales de una urbe sostenible, planteados desde el programa Ciudades Sostenibles de la OEA: - Fuentes de energía alternativa - Transporte urbano sostenible - Resiliencia a desastres naturales - Gestión de residuos - Gestión del recurso hídrico - Clima y gestión urbana. 
Education for citizenship and democracy in a globalized world: a comparative perspective Año de publicación: 2005 Autor corporativo: Inter-American Development Bank The present document, Education for Citizenship and Democracy in a Globalized World: A Comparative Perspective, was developed in response to a request from the members of the Regional Policy Dialogue/Education Network. The studies in this document were presented and discussed during the VII Regional Policy Dialogue meeting held in January 2005 at the Inter-American Development Bank ’s headquarters in Washington, D.C. Within the general context of recent economic and political developments in Latin America and the Caribbean, experts regard free market and democracy as the fundamental economic and political paradigm leading to modernization and development in the global market. There is a concern in a number of democratic nation-states about levels of political engagement, particularly among the youths. This is cited as a reason for strengthening citizenship education.The studies presented in this document discuss Education for Citizenship and Democracy and the role of schools as systematic providers of the civic knowledge and the participatory practices that are the foundation of democracy. Among all of the institutions that facilitate the acquisition and development of skills for democratic participation, the school is the one that provide students with the competencies to effectively participate as citizens in a democracy. There has been an increasing interest in citizenship education both in the national and international contexts. At the national level, the aim is to pursue commitment and political participation, particularly from youth. In the international sphere, the objective is to find answers to the challenges such as immigration, global communications and trade across international borders and to a new level of awareness and appreciation for human rights. By providing a comprehensive overview of progress made by industrialized countries in the field of citizenship education, this study intents to share lessons learnt and effective practices which may be applied in the context of Latin America and the Caribbean. In addition, this study includes three experiences from Latin American countries (Chile, Colombia and Mexico) that were presented during the VII Regional Policy Dialogue. The three experiences show a practical and positive approach to the feasibility of introducing citizenship education in the schools of the Region. The cases present examples of reforms that evolved from the traditional civic education into an engaging education for citizenship and democracy. The Inter American Development Banks trusts that this publication will contribute to the discussions among member countries and create alternatives for the strengthening of democracy in the Region through education and citizenship. Education à la citoyenneté et de la démocratie dans un monde globalisé: une perspective comparative Año de publicación: 2005 Autor corporativo: Inter-American Development Bank Le présent document, Éducation à la Citoyenneté et la Démocratie dans un monde globalisé: une perspective comparative, a été développé en réponse à une demande des membres du Dialogue Politique Régionale / Réseau Education. Les études présentées dans ce document ont été présentés et discutés lors de la réunion de dialogue politique régionale VII tenue en Janvier 2005 au siège de l'Organisation interaméricaine de la Banque de développement à Washington, DC Dans le contexte général des développements économiques et politiques récents en Amérique latine et dans les Caraïbes , les experts considèrent le marché libre et la démocratie comme le paradigme économique et politique fondamentale qui a conduit à la modernisation et le développement sur le marché mondial. Il y a une préoccupation dans un certain nombre d'Etats-nations démocratiques sur les niveaux d'engagement politique, en particulier chez les jeunes. Elle est citée comme une raison pour le renforcement de l'éducation civique. Les études présentées dans ce document discutent éducation à la citoyenneté et la démocratie et le rôle des écoles en tant que prestataires systématiques des connaissances civiques et les pratiques participatives qui sont le fondement de la démocratie. Parmi toutes les institutions qui facilitent l'acquisition et le développement des compétences pour la participation démocratique, l'école est celle qui fournit aux étudiants les compétences nécessaires pour participer efficacement en tant que citoyens dans une démocratie. Il y a eu un intérêt croissant pour l'éducation à la citoyenneté à la fois dans les contextes nationaux et internationaux. Au niveau national, l'objectif est de poursuivre l'engagement et la participation politique, en particulier des jeunes. Sur le plan international, l'objectif est de trouver des réponses aux défis tels que l'immigration, les communications mondiales et le commerce à travers les frontières internationales et à un nouveau niveau de conscience et l'appréciation des droits de l'homme. En fournissant une vue d'ensemble des progrès réalisés par les pays industrialisés dans le domaine de l'éducation civique, cette étude des intentions de partager les leçons apprises et les pratiques efficaces qui peuvent être appliquées dans le contexte de l'Amérique latine et les Caraïbes. En outre, cette étude comprend trois expériences des pays d'Amérique latine (Chili, Colombie et Mexique) qui ont été présentées lors du Dialogue Politique Régionale VII. Les trois expériences montrent une approche pratique et positive à la possibilité d'introduire l'éducation à la citoyenneté dans les écoles de la région. Les cas présentent des exemples de réformes qui ont évolué à partir de l'éducation civique traditionnelle en une éducation engageante pour la citoyenneté et la démocratie. Les banques de développement américaines Inter veut croire que cette publication contribuera aux discussions entre les pays membres et de créer des solutions de rechange pour le renforcement de la démocratie dans la région par l'éducation et la citoyenneté. Education for citizenship in the Arab World: key to the future Año de publicación: 2011 Autor: Muhamman Faour | Marwan Muasher Autor corporativo: Carnegie Middle East Center Reforming education to foster citizenship is urgently needed if democracy is to take hold in the Arab world. Under authoritarian rule, students were primarily taught to be docile subjects of the state—creative thinking was discouraged and information was treated as indisputable. Instead, students must learn from a very early age what it means to be citizens who seek and produce knowledge, question, and innovate. Only by teaching youth to think critically and respect different points of view will Arab countries become economically competitive and reliably democratic. 
Girls' Education and COVID-19: What Past Shocks Can Teach Us About Mitigating the Impact of Pandemics Año de publicación: 2020 Autor: Lucia Fry | Philippa Lei Autor corporativo: Malala Fund Almost 90% of the world’s countries have shut their schools in efforts to slow the transmission of COVID-19. Alongside school closures, governments are also imposing social distancing measures and restricting the movement of people, goods, and services, leading to stalled economies. While this disruption to education and the expected reduction in global growth have far-reaching effects for all, their impact will be particularly detrimental to the most disadvantaged students and their families, especially in poorer countries. The educational consequences of COVID-19 will last beyond the period of school closures, disproportionately affecting marginalized girls.This paper uses insights from previous health and financial shocks to understand how the current global pandemic could affect girls’ education outcomes for years to come. It details how governments and international institutions can mitigate the immediate and longer-term effects of the pandemic on the most marginalized girls. The paper considers the 2014- 15 Ebola epidemic and the 2008 global financial crisis, which both have some parallels to the impact of COVID-19. 
Learning to Leapfrog: Innovative Pedagogies to Transform Education Año de publicación: 2019 Autor: David Istance | Alejandro Paniagua | Rebecca Winthrop | Lauren Ziegler Autor corporativo: Center for Universal Education at Brookings This report follows up on the book “Leapfrogging Inequality: Remaking Education to Help Young People Thrive,” published in 2018 by the Center for Universal Education (CUE) at the Brookings Institution. The book argued the importance of education leapfrogging–creating transformative shifts rather than incremental evolution by harnessing the power of innovation to advance a breadth of skills. The book put forth a framework for leapfrogging that outlined two core elements (teaching and learning, and recognition of learning) and two support elements (people and places, and technology and data).This report focuses on the teaching and learning element of the leapfrog framework, especially on pedagogical approaches and the role of teachers, but draws on the others as relevant. It does not attempt to be exhaustive and does not pretend to address neither all education policy variables, nor critical system factors such as political will and adequate funding, nor demand-side factors such as student and parent support for innovative approaches. 
التربية من أجل المواطنة في العالم العربي: مفتاح المستقبل Año de publicación: 2011 Autor: Muhamman Faour | Marwan Muasher Autor corporativo: Carnegie Middle East Center Reforming education to foster citizenship is urgently needed if democracy is to take hold in the Arab world. Under authoritarian rule, students were primarily taught to be docile subjects of the state—creative thinking was discouraged and information was treated as indisputable. Instead, students must learn from a very early age what it means to be citizens who seek and produce knowledge, question, and innovate. Only by teaching youth to think critically and respect different points of view will Arab countries become economically competitive and reliably democratic. Education for citizenship in the Arab World: key to the future Año de publicación: 2011 Autor: Muhamman Faour | Marwan Muasher Autor corporativo: Carnegie Middle East Center Reforming education to foster citizenship is urgently needed if democracy is to take hold in the Arab world. Under authoritarian rule, students were primarily taught to be docile subjects of the state—creative thinking was discouraged and information was treated as indisputable. Instead, students must learn from a very early age what it means to be citizens who seek and produce knowledge, question, and innovate. Only by teaching youth to think critically and respect different points of view will Arab countries become economically competitive and reliably democratic. التربية من أجل المواطنة في العالم العربي: مفتاح المستقبل Año de publicación: 2011 Autor: Muhamman Faour | Marwan Muasher Autor corporativo: Carnegie Middle East Center La réforme de l'éducation pour favoriser la citoyenneté est nécessaire de toute urgence si la démocratie est de prendre la main dans le monde arabe. Sous un régime autoritaire, les étudiants ont été principalement appris à être des sujets dociles de la pensée créatrice de l'État a été découragé et de l'information a été traitée comme indiscutable. Au lieu de cela, les élèves doivent apprendre à partir d'un très jeune âge ce que cela signifie d'être des citoyens qui cherchent et produisent la connaissance, question, et innovent. Seulement en enseignant les jeunes à penser de façon critique et respecter différents points de vue seront les pays arabes devenir économiquement compétitive et fiable démocratique.