Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
1,172 resultados encontrados
2013 Asia-Pacific Education Research Institutes Network (ERI-Net) regional study on: transversal competencies in education policy and practice (Phase I): regional synthesis report Año de publicación: 2015 Autor corporativo: UNESCO Bangkok The Asia-Pacific region has been spearheading global, social, and economic development for the last several decades. Millions of people have been lifted out of poverty and basic education (primary and lower secondary) has become near universal in many countries in the region. Upper secondary and higher education enrollment rates have also increased significantly. However, while these are tremendous achievements, education quality remains a major concern among emerging economies and industrialized nations alike. While some countries in the region excel in international assessments, such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and the Progress in International Reading Literacy Study (PIRLS), other countries still attain low scores. National assessment results of countries that have not participated in international assessments reveal large knowledge and skills disparities among students of the same country. In some cases the results also indicate a very low attainment level of basic skills, even after years of schooling.At the same time, the debate surrounding what actually constitutes quality education and learning in the 21st century is ongoing. There is a growing concern that education systems are focusing too much on the accumulation of academic “cognitive” skills at the expense of the more elusive and hard-to-measure “nonacademic” skills and competencies. The accumulation of these skills and competencies, which include skills and competencies in efficient communication with others, innovative thinking, respect for diversity and the environment, conflict resolution, team work, problem solving, and so on, is not only important for students to be adequately prepared for the world of work, but is also paramount in ensuring future generations are equipped to live meaningful, sustainable, and responsible lives in a rapidly changing and interconnected world.1 The effects of the limited attention paid to such skills and competencies in education can be felt in a number of domains and include, for example: poor respect for diversity (including socio-economic, ethnic, and gender equality), neglect of environmental issues, and a lack of innovation and social entrepreneurship among students.To counter these challenges, many countries and economies in the Asia-Pacific region have introduced, or are in the process of introducing, policy and curriculum changes aimed at enhancing the cultivation of such “non-academic” skills and competencies in learners. To date, these important reforms in the Asia-Pacific region have not been widely documented, and hence, in 2013 members of the Asia-Pacific Education Research Institutes Network (ERI-Net), hosted by UNESCO Bangkok since 2009, agreed to make this their next topic of investigation. The research aims to document and consolidate reform initiatives for knowledge dissemination and policy consideration to the benefit of countries and economies in the Asia-Pacific region and beyond. In phase I, the 2013 ERI-Net research examined how different countries and economies in the region define and apply “non-academic” skills (often termed “non-cognitive skills”) in their education policies, practices, and curriculum frameworks, and identified emerging trends and challenges. This report synthesizes ten case studies and includes important information and insights gained from the discussions held during the ERI-Net annual meeting 2013.The objectives of the report are: (i) to capture the movements in the realm of “non-academic” learning in ten education systems in the Asia-Pacific region; (ii) to identify possible policy recommendations for promoting and enhancing well-rounded and holistic learning; and, (iii) to suggest further stages of investigation. 2013 Réseau des instituts de recherche en éducation en Asie-Pacifique (ERI-Net) Año de publicación: 2015 Autor corporativo: UNESCO Bangkok La région Asie-Pacifique a été le fer de lance du développement mondial, social et économique depuis plusieurs décennies. Des millions de personnes ont été sorties de la pauvreté et de l'éducation de base (primaire et secondaire) est devenue quasi universelle dans de nombreux pays de la région. taux de scolarisation secondaire et le supérieur ont également augmenté de manière significative. Cependant, alors que ce sont des réalisations remarquables, la qualité de l'éducation demeure une préoccupation majeure parmi les économies émergentes et les pays industrialisés aussi bien. Alors que certains pays de la région d'exceller dans les évaluations internationales, telles que le Programme international pour le suivi des acquis des élèves (PISA), les Tendances de l'enquête internationale sur les mathématiques et les sciences (TEIMS) Le Programme international de recherche en lecture scolaire (PIRLS), et d'autres pays encore atteindre des scores faibles. Les résultats nationaux des pays qui n'ont pas participé aux évaluations internationales d'évaluation révèlent de grandes disparités entre les connaissances et les compétences chez les élèves d'un même pays. Dans certains cas, les résultats indiquent également un niveau de réalisation très faible des compétences de base, même après des années de scolarité.Dans le même temps, le débat entourant ce qui constitue effectivement l'éducation et un apprentissage de qualité dans le 21ème siècle est en cours. Il y a une préoccupation croissante que les systèmes éducatifs se concentrent trop sur l'accumulation de compétences académiques «cognitives» au détriment des compétences plus insaisissables et difficiles à mesurer "non académiques" et les compétences. L'accumulation de ces aptitudes et compétences, qui comprennent les compétences et les compétences en communication efficace avec les autres, la pensée novatrice, le respect de la diversité et de l'environnement, la résolution des conflits, le travail d'équipe, la résolution de problèmes, et ainsi de suite, est non seulement important pour les étudiants d'être adéquatement préparé pour le monde du travail, mais elle est aussi primordiale pour assurer les générations futures sont équipés pour mener une vie enrichissante, durables et responsables dans un monde1 en évolution rapide et interconnecté les effets de l'attention accordée à ces aptitudes et compétences en matière d'éducation peut se faire sentir dans un certain nombre de domaines et comprennent, par exemple: faible respect de la diversité (y compris l'égalité socio-économique, ethnique et le sexe), la négligence des questions environnementales, et un manque d'innovation et de l'entrepreneuriat social chez les étudiants.Pour contrer ces difficultés, de nombreux pays et économies de la région Asie-Pacifique ont mis en place ou sont en train d'introduire des changements de politiques et de programmes visant à améliorer la culture de ces aptitudes et compétences «non universitaires» chez les apprenants. À ce jour, ces réformes importantes dans la région Asie-Pacifique n'a pas été largement documentés, et donc, en 2013 les membres de l'Education Research Institutes Réseau Asie-Pacifique (ERI-Net), organisé par l'UNESCO à Bangkok depuis 2009, a aCECpté de faire cette leur sujet suivant l'enquête. La recherche vise à documenter et à consolider les initiatives de réforme pour la diffusion des connaissances et l'examen de la politique au profit des pays et des économies de la région Asie-Pacifique et au-delà. Dans la phase I, la recherche 2013 ERI-Net examiné comment les pays et les économies différentes dans la région de définir et d'appliquer les compétences «non universitaires» (souvent appelés «compétences non cognitives») dans leurs politiques d'éducation, des pratiques et des cadres du curriculum, et identifié les tendances et les défis nouveaux. Ce rapport synthétise dix études de cas et comprend des informations et des connaissances importantes acquises à partir des discussions tenues lors de la réunion annuelle ERI-Net 2013.Les objectifs du rapport sont les suivants: (i) de capturer les mouvements dans le domaine de la «non-académique" apprentissage dans dix systèmes d'éducation dans la région Asie-Pacifique; (Ii) de formuler des recommandations politiques possibles pour la promotion et l'amélioration de l'apprentissage bien équilibrée et holistique; et, (iii) à proposer d'autres stades de l'enquête. 
Indigenous Knowledge and practices in Education in Latin America: Exploratory Analysis of How Indigenous Cultural Worldviews and Concepts Influence Regional Educational Policy Año de publicación: 2017 Autor corporativo: UNESCO Santiago This study presents a preliminary exploration of the approaches, processes and tools through which indigenous worldviews and concepts of knowledge and well-being can and have influenced education policies in Latin America. First, it addresses the principal theoretical approaches used in the area of indigenous knowledge and education policies, taking into account the persistence of an “epistemic otherness” and the need for a dialogue between the predominant approaches. Second, it addresses the normative framework and intercultural educational policies, emphasizing how and to what extent the countries in the region take indigenous knowledge into consideration and include it in their education policies and practices. Third, it presents a number of “relevant practices” in terms of dialogue with indigenous knowledge in education policies, taking into account the factors that favour the relevance of education to indigenous views and cultural practices, facilitating their replicability and sustainability. Furthermore, these practices respond to key criteria like recognizing learners as ‘carriers’ and producers of culture, valuing the use of schools as centres of social and cultural activities and favouring the inclusive learning of indigenous and non-indigenous students. Finally, the study unveils challenges for the advancement of the dialogue between indigenous knowledge and education policies, at the same time proposing key concepts to be approached in depth. Conocimiento Indígena y Políticas Educativas en América Latina: Análisis exploratorio de cómo las cosmovisiones y conceptos culturales indígenas de conocimiento inciden, y pueden incidir, en la política educativa en la región Año de publicación: 2017 Autor corporativo: UNESCO Santiago El presente estudio explora la idea de una ‘alternativa epistémica’, construyendo desde el conocimiento y los valores que sustentan las prácticas sociales y educacionales indígenas de la región. En particular, explora cómo estos valores y formas de conocimiento han sido adoptados en las políticas educacionales de tres países de la región andina: Bolivia, Ecuador y Perú, que hace poco atravesaron reformas políticas y constitucionales con el fin de reconocer la composición de sus poblaciones multiculturales, multiétnicas y multilingüísticas. Esta publicación es una invitación a considerar el conocimiento indígena como una fuente legítima de inspiración para las políticas educacionales que puedan contribuir al bienestar de todos y a la sostenibilidad del planeta. 
Responding to Covid-19: Online Classes in Korea - A Challenge Toward the Future of Education Año de publicación: 2020 Autor corporativo: Korea R. Ministry of Education Korea is effectively responding to the outbreak of COVID-19 by adopting a whole-of-government approach, under the leadership of the Central Disaster and Safety Countermeasures Headquarters to prevent and contain the pandemic with the principle of “openness, transparency and democratic process.” The nationwide introduction of the online classes to respond to COVID-19 was a huge challenge and a path that we have never trodden before. The Ministry of Education of the Republic of Korea introduced Korean education with the world in response to COVID-19 and shared experiences and challenges of distance learning and online education. COVID-19 is a universal challenge which requires joint response, and the global community should be committed to strong solidarity and close cooperation to overcome this crisis and take a leap forward to a brighter future. 코로나19 대응: 한국의 온라인개학 - 미래교육을 위한 도전 Año de publicación: 2020 Autor corporativo: Korea R. Ministry of Education 대한민국 교육부가 한국의 온라인 개학을 통한 교육분야의 코로나19 대응을 해외에 소개하고 경험을 공유하기 위해 발간한 자료로 원격교육과 온라인 교육의 사례와 미래교육이 당면한 도전과제에 대해서 다루고 있다. 코로나19는 세계가 함께 극복해 나가야 할 공동 과제로서 모든 국가가 상호 연대와 협력을 통해 난관을 극복하고 도약할 수 있을 것이라고 전망한다. 
Assurer l’éducation à domicile dans les États membres africains dans le contexte de la pandémie de COVID-19 : rapport sur la situation dans les pays Año de publicación: 2020 Autor corporativo: Association for the Development of Education in Africa (ADEA) Depuis son émergence à la fin de 2019, la maladie à coronavirus 2019 (COVID-19) est devenue une pandémie, affectant fortement la vie de milliards de personnes à travers le monde, avec un impact énorme prévu sur l'économie mondiale et l'Afrique en particulier. L'éducation est l'un des secteurs les plus touchés, la fermeture des établissements d'enseignement dans de nombreux pays africains risquant d'affecter négativement la qualité de l'éducation.Afin d'obtenir une vision plus claire de l'état de l'apprentissage au cours de cette période et de mieux soutenir les pays dans l'immédiat, à court et à long terme, l'ADEA a engagé en mars 2020 certains des pays africains les plus touchés pour schématiser la situation nationale du secteur de l'éducation. Ce qui précède est un résumé des commentaires reçus par l'Afrique du Sud, le Burkina Faso, la Côte d'Ivoire, l'Égypte, le Ghana, le Kenya, l’île Maurice, le Maroc, le Rwanda, le Sénégal, la Tunisie et la Zambie en termes de stratégies nationales, de plateformes, d'outils ou d'applications d’apprentissage, de lacunes et défis, d’engagement des partenaires, de bonnes pratiques et d’enseignements tirés avec quelques recommandations. 
Bank of Actions for Global Citizens Año de publicación: 2020 Autor corporativo: Global Citizens Award The Bank of Actions guide can be used by anyone looking for creative inspiration to take action as global citizens. It is designed as a toolkit for engaging the public in global justice issues in meaningful ways that can help bring about positive change in our world.The Bank of Actions has been designed in the context of returned international volunteers participating in the Global Citizen Award programme. 
UNESCO COVID-19 Education Response: Open and Distance Learning to Support Youth and Adult Learning (Education Sector Issue Note; No. 2.5 – June 2020) Año de publicación: 2020 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) A new UNESCO issue note, produced by the UNESCO Institute for Lifelong Learning (UIL), aims to support education policy-makers and planners in ensuring open and distance learning to support youth and adult learning in the context of the current pandemic, now and in its aftermath.Since the COVID-19 outbreak and the worldwide school closures that followed, ministries of education have endeavoured to ensure continuity of learning and encourage schools and educational institutions to explore and utilize online and distance modes of learning. Unfortunately, learners outside of the formal school system who are already in need of urgent learning support, such as low-skilled adults, women, out-of-school youth, migrants and refugees, and persons with disabilities, have suffered disproportionally from the suspension of face-to-face learning at the majority of adult learning centres and non-formal educational institutions.The current pandemic calls for people from people from all socio-economic backgrounds, wherever they live in the world, to develop new knowledge and skills in order to cope with the uncertainty that this crisis imposes. These learning needs include basic health literacy, media literacy, parenting for home-schooling children and professional development to counteract job losses brought on by the pandemic. Correspondingly, enrolment in massive open online courses (MOOCs) is soaring. As such, there have been positive and demand-driven trends in exploring alternative options, such as open and distance learning (ODL), to ensure the continuity and expansion of non-formal education and adult learning.This issue note takes stock of opportunities and challenges in using ODL, both online and offline as defined in the UNESCO Issue Note on Distance Learning Strategies, for youth and adult learners outside the formal education system. After examining key issues and illustrating promising cases from public and private sectors, it provides key messages for policy interventions to support inclusive lifelong learning for youth and adults during and after the current pandemic.UNESCO Education Sector’s issue notes cover key topics related to the COVID-19 education response. 
유럽 개발교육 혁신공모전 수상작 모음집 Año de publicación: 2019 Autor corporativo: KOICA ODA 교육원 GENE(유럽 개발교육 네트워크)은 개발교육 혁신공모전을 통해 개발교육 혁신 사례를 시상하고 널리 알린다. 본 공모전은 긍정적 변화를 촉진하고 사람들이 자신이 사는 지역은 물론 전 세계가 마주한 현실에 눈과 마음을 열게 만드는 개발교육 프로젝트를 시상한다. 개발교육 혁신공모전은 창의성, 참여, 실천, 시너지, 혁신을 통해 변화를 현실화하는 개발교육, 궁극적으로 공공정책에 영향을 줄 수 있는 개발교육을 장려한다.2017년과 2018년의 개발교육 혁신공모전은 해당 연도 기준으로 진행 중이거나 막 끝난 유럽 내 개발교육 프로젝트들을 집중 조명한다. 본 공모전에는 혁신의 모범 사례이면서 그 과정에서 얻은 교훈을 유럽 전역의 정책결정자들에게 전파할 수 있는 이니셔티브들이 선정되었다.GENE은 개발교육 혁신공모전을 통해 유럽의 개발교육 프로그램들로부터 교훈과 반성의 기회를 얻는 데 기여하고자 한다. 다양한 접근법과 배경을 고려해 선정된 이니셔티브들이 개발교육의 기금 후원자 및 정책 개발자들에게 새로운 사고, 창의성, 영감의 기회가 되기를 희망한다.