Ressources
Explorez une large gamme de ressources sur le GCED afin d’approfondir votre compréhension et de renforcer vos activités de recherche, de plaidoyer, d’enseignement et d’apprentissage.
1,295 résultats trouvés
SDGs in Action app Année de publication: 2019 Auteur institutionnel: SDG | GSMA О ЧЕМ ЖЕ ЭТО ВСЕ?ОБЗОРПриложение «ЦУР в Действии » было разработано для выдвижения на первый план Целей Устойчивого развития – всемирного списка мероприятий, которые необходимо провести для ликвидации нищеты, уменьшения неравенства и интенсивного изменения климата. Эту информацию Вам предоставляет ассоциация GSMA, которая представляет интересы почти 800 операторов мобильной связи в мире, и Project Everyone – некоммерческой всемирной кампании для распространения сообщений о ЦУРах. ХАРАКТЕРИСТИКИ ПРИЛОЖЕНИЯУзнайте о 17 ЦУРах, получайте новости о Ваших любимых целях, узнайте, что Вы можете сделать для их достижения, создавайте собственные мероприятия и пригласите других людей присоединиться к Вам для участия в действиях и мероприятиях по устойчивому развитию.Характеристики приложения «ЦУР в Действии»:детальная информация о каждой из 17 целей, включая плановые задания, видео с объяснениями, ключевые факты и цифры, а также советы как Вы можете помочь достичь их посредством их активизации.Последние новости об устойчивом развитии в мире. Смотрите, как инновации помогают в достижении этих целей, взаимодействуйте с гражданами всего мира; смотрите последние новости.Возможность выбрать те цели, которые важны для Вас, и получать уведомления о них.Доступ к Самому Большому Уроку в Мире, где даны объяснения каждой из целей устойчивого развития.Найти действия и мероприятия невдалеке от Вас, чтобы Вы могли бы присоединиться к ним и поддержать эти цели.Возможность создать Действия, которые Вы планируете в своем регионе, и пригласить других людей присоединиться к Вам.О ЦЕЛЯХ УСТОЙЧИВОГО РАЗВИТИЯПрограмма ООН об Устойчивом Развитии до 2030 г., где указаны 17 Целей устойчивого Развития, была единогласно принята мировыми лидерами на историческом саммите ООН в сентябре 2015 г. Благодаря объединению национальных приоритетов с Программой 2030 и сотрудничеству с частным сектором и гражданским обществом, правительства начали активизировать усилия по ликвидации нищеты и работе с проблемами неравенства и изменением климата к 2030 г. 
Kamishibai sur la biodiversité Année de publication: 2017 Auteur institutionnel: Bruxelles Environnement Le principe du kamishibaï permet de raconter une histoire en dévoilant des images au fur et à mesure. Cette histoire fait découvrir différentes espèces animales qui vivent chacune dans un habitat de la forêt (arbre, buisson, mare, sol...). La notion de biodiversité est ainsi abordée à différentes échelles. SDGs in Action app Année de publication: 2019 Auteur institutionnel: SDG | GSMA 关于项目？ 概述“可持续发展在行动”应用程序的开发旨在突出可持续发展目标——世界待办事项清单，来消除贫困，减少不平等和应对气候变化。它由代表了全球近800家移动运营商利益的全球移动通信系统协会，以及旨在传播可持续发展目标信息的非营利性全球运动的人人项目，为你呈现。 应用程序特点了解17个可持续发展行动，获取你最喜欢的目标的相关消息，了解你可以做些什么来实现这些目标，创建自己的活动并邀请其他人参与可持续发展行动和活动。“可持续发展在行动“应用程序的特点： 关于17个目标中的每一个的详细信息，包括目标、说明性视频、关键事实和数字，以及如何帮助实现它们的行动建议。 来自世界各地的最新可持续发展新闻。了解创新在帮助实现目标方面起到的作用，与世界各地的全球公民进行互动，并查看最新消息。 选择目标的能力对你很重要，并接收关于该目标的通知。 访问”世界最大的一节课“，解释每个可持续发展目标。 找到你可以加入的行动和事件，以支持目标。 在你所在区域创建行动，并邀请其他人加入。 关于可持续发展目标联合国2030年“可持续发展议程”涵盖17个可持续发展目标，于2015年9月在历史性的联合国峰会上得到了世界各国领导人的一致通过。国家优先事项与“2030年议程”保持一致，并与私营企业和民间团体合作，政府已经开始动员工作，力求到2030年消除贫困，解决不平等和应对气候变化。 
SDG 4 on Ensuring Inclusive and Equitable Quality Education: A Toolkit of Legal & Institutional Practices Année de publication: 2019 Auteur institutionnel: Centre for International Sustainable Development Law (CISDL) CISDL, in cooperation with the Dalhousie Schulich School of Law, Balsillie School of International Affairs/University of Waterloo, McGill University Faculty of Law/ Faculté de droit Université de Montréal, University of Victoria Peter A. Allard School of Law, and a consortium of institutional partners, held a multisite symposium on March 14, 2019 convening legal experts across Canada to discuss areas of opportunity to inform Canada’s 2030 agenda. This toolkit is a part of a series, which builds upon legal research conducted in collaboration with UN Environment. The by-projects of this research looking at legal measures for achievement of the SDGs in Canada is intended to inform policy-making moving forward. 
The Right to Education for Persons with Disabilities Année de publication: 2019 Auteur institutionnel: UNESCO Persons with disabilities are often excluded from the education system, whether out-of-school entirely, educated in separate institutions or participating in a mainstream system which is not adapted to their needs and abilities. The 2030 Agenda commitment to ‘leave no one behind’ has reinforced the global discourse towards inclusive, equitable education. As part of its mandate, UNESCO monitors the implementation of the 1960 Convention and Recommendation against Discrimination in Education. During the Ninth Consultation on the implementation of this instrument, almost all Member States reported upon measures that they have taken in relation to the right to education for persons with disabilities. This document compiles practical examples extracted from these reports for information sharing and advocacy. 
Accountability from a Human Rights Perspective: The Incorporation and Enforcement of the Right to Education in the Domestic Legal Order Année de publication: 2017 Auteur institutionnel: ActionAid International | Right to Education Initiative (UK) The aim of this paper is to reframe States’ political commitment to education under Education 2030 as a legal commitment the vast majority of States have already made under international human rights law. By recasting the content of SDG Four as part of the right to education, the legal obligations owed to that content can be invoked. This renders various elements of SDG Four, ifthe State in question has legally committed to the right to education and incorporated the right to education in their domestic legal orders, amenable to adjudication by competent mechanisms, offering the possibility of legal accountability through legal enforcement. 
Guidelines on the Development of Open Educational Resources Policies Année de publication: 2019 Auteur institutionnel: UNESCO | Commonwealth of Learning Open educational resources (OER) – and to a greater extent, OER policies – can increase the quality and accessibility of teaching and learning as well as foster knowledge creation within a country.This publication provides detailed guidelines on how to develop systematic and effective policies on OER. Such policies are important to coordinate, strengthen and drive initiatives in a country; they involve government and institution actors on various levels working together to leverage OER toward achieving common goals under a national educational framework. OER policy provisions can be a part of a dedicated national masterplan, be under the framework of an overall education programme, or be elements incorporated into various strategies across multiple sectors.These guidelines lay out steps to review, analyse, develop, implement and monitor a context-relevant OER policy. They guide, but do not determine, what involved actors should do in a specific set of circumstances, providing a comprehensive framework for governments and institutions to set out vision and the scope of their policy.Each chapter introduces the purpose of the phase, provides background information and references practical examples for illustration. At the end of each chapter, specific tasks are set for the policy designer, which will help with the formulation of the final OER policy. 
Regional Guidelines on Innovative Financing Mechanisms and Partnerships for Early Childhood Care and Education (ECCE) Année de publication: 2019 Auteur institutionnel: SEAMEO. Regional Centre for Early Childhood Care Education and Parenting (CECCEP) | UNESCO Bangkok The development of the Regional Guidelines on Innovative Financing Mechanisms and Partnerships for Early Childhood Care and Education (ECCE) was a joint initiative of the UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok) and the Southeast Asian Ministers of Education Organization Regional Centre for Early Childhood Care Education and Parenting (SEAMEO CECCEP). The Guidelines are part of UNESCO Bangkok’s “Exploring innovative financing and mechanisms for ensuring free inclusive and equitable quality pre-primary education for all in Asia-Pacific” project, which is supported by the Ministry of Economy and Finance Republic of Korea. 
Education for Sustainable Development: Learning for Change Année de publication: 2014 Auteur institutionnel: UNESCO Jakarta The world continues to face a number of critical challenges: human-induced climate change, rapid depletion of natural resources, increasing frequency of natural disasters, spread of infectious diseases, loss of biodiversity, violation of human rights, increased poverty, and the reliance of our economic systems on patterns of mass consumption. These global issues are interdependent and demand a mode of development that balances the needs of environment, society, culture and economy and that shifts individual, group and industry activities towards more sustainable patterns. This move toward sustainability involves changing the fundamental attitudes and beliefs that guide our behaviour, and requires alternative ways of thinking, valuing and acting. Education is a vital for bringing about these changes. Our current knowledge base does not contain the solutions to contemporary problems – the search for sustainability will be a learning process. Only through education and learning will we discover new approaches toward a better future. 
Girls' Right to Education Programme in Pakistan Année de publication: 2018 Auteur institutionnel: UNESCO Islamabad The programme is in progress in 14 very marginalized districts of the country selected in consultation with concerned education counterparts. Basic indicators for education, such as literacy rate, enrolment and retention of girls, and level of learning outcomes in primary grades are quite low in each selected district. Each province and area based project has three integrated components: (a) improving girls’ access through social mobilization and advocacy, (b) improving retention through improvement in school physical and learning environments – activation of parents-teachers committees (PTCs), school management committees (SMCs) and teachers training in multi-grade teaching and activity-based learning and, (c) capacity building of education officials at district, provincial and national level to create an enabling environment for girls’ education. All projects are implemented through local civil society organizations (CSOs) as implementing partners in consultation with national, provincial and area education departments. The programme is making significant progress in transforming the parental and community perception towards girls' education. Over seven thousand out of school girls have been enrolled in the target areas and retention is ensured through the provision of school facilities and improvement in overall learning environment.