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.
3,500 résultats trouvés
Молодежь и насильственный экстремизм в социальных медиа: Сопоставление исследований Année de publication: 2017 Auteur: Séraphin Alava | Divina Frau-Meigs | Ghayda Hassan Auteur institutionnel: UNESCO | Information for All Programme (IFAP) Оказывают ли влияние социальные сети на уязвимые группы молодежи, в последствие которого они прибегают к насилию? Многие считают, что да. И они отвечают онлайн-цензурой, наблюдением и контрречью. Но что действительно мы знаем об Интернете в качестве причины развития насилия, и что мы знаем о влиянии реакций людей? Во всем мире правительства и интернет-компании принимают решения на основе предположений о причинах и средствах защиты от насильственных нападений.Задача состоит в том, чтобы анализ и ответы были прочно обоснованы. Существует необходимость в политике, которая построена на основе фактов и доказательств, а не основана на суждениях или на панике и страхе.Именно в этом контексте ЮНЕСКО поручила провести исследование под названием «Молодежь и насильственный экстремизм в социальных медиа - сопоставление исследований". Эта работа обеспечивает глобальное сопоставление (в основном в течение 2012-16 гг.) о предполагаемых ролях, которые играют социальные медиа в процессе радикализации, особенно когда они затрагивают молодежь и женщин. Исследование реагирует на убеждение, что Интернет в целом является активным вектором насильственной радикализации, что способствует распространению насильственных экстремистских идеологий.Действительно, много исследований показывает, что протагонисты достаточно широко распространены по всему Интернету. Eсть растущий объем знаний о том, как террористы используют киберпространство. Менее ясное, однако,влияние этого использования и еще более непрозрачное - это степень, в которой встречные меры помогают продвигать мирные альтернативы. 
Enseigner et apprendre avec Twitter Année de publication: 2019 Auteur institutionnel: Twitter | Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce document est destiné aux enseignants qui souhaitent créer des cours axés sur l'éducation aux médias et à l'information, et leur lien avec le fait d'être un « citoyen du monde » et un « citoyen numérique ». Que vos cours soient orientés sur l'éducation aux médias et à l'information (MIL), sur les bonnes habitudes à adopter sur Internet ou toute autre compétence liée à l'utilisation du Web, ce document contient des informations qui pourront vous être utiles. 
The Digital Transformation of Education: Connecting Schools, Empowering Learners Année de publication: 2020 Auteur: Ana Sepúlveda | Doreen Bogdan-Martin | Alex Wong | Chris Fabian | Borhene Chakroun | Anna Polomska | Samantha O’Riordan | Miguel Alcaine | Istvan Bozsoki | Vladimir Daigele | Jose Maria Diaz Batanero | Hani Eskandar | Aminata Amadou Garba | John Garrity | Farid Nakhli | Sylvia Poll Ahrens | Martin Schaaper | Christine Sund | Nancy Sundberg | Sandeep Taxali | Cleveland Thomas | Frank McCosker | James Lo | Fengchun Miao | Jaime Archundia | Janice Dean | Sophia Farrar | Sunita Grote | Aditi Poddar | Naroa Zurutuza | Nanjira Sambuli | Kavita Gupta Auteur institutionnel: International Telecommunication Union (ITU) | UNESCO | United Nations Children's Fund (UNICEF) This report looks into school connectivity and introduces a methodology and framework for mapping and connecting primary and secondary schools to the Internet. It aims to help governments, their partners and interested stakeholders to develop more holistic school connectivity plans. The analysis of this report provides a better understanding of the school connectivity landscape and requirements, to evaluate the benefits of different technologies for different environments, and to analyze business and financial models, as well as suitable content articulating connectivity with quality, safe, and inclusive learning. 
Media and Information Literacy: Policy and Strategy Guidelines Année de publication: 2013 Auteur: Alton Grizzle | Penny Moore | Michael Dezuanni | Sanjay Asthana | Carolyn Wilson | Fackson Banda | Chido Onumah | Maria Carme Torras Calvo Auteur institutionnel: UNESCO This resource aims to treat MIL as a composite concept, unifying information literacy and media literacy as well as considering the right to freedom of expression and access to information through ICTs. It is divided into two parts. Part 1 is the MIL Policy Brief, and is designed for policy or decision makers and can serve as a summary of the publication. Part 2 is divided into several comprehensive chapters and suggests: 1) how to enlist MIL a development tool; 2) conceptual frameworks for MIL policies and strategies; and 3) model MIL policy and strategies that can be adapted by countries globally. 
Media and Information Literacy Education in Asia: Exploration of Policies and Practices in Japan,Thailand, Indonesia, Malaysia, and the Philippines Année de publication: 2020 Auteur: Masato Kajimoto | Phansasiri Kularb | Bobi Guntarto | Sabariah Mohamed Salleh | Therese Patricia S. Torres | Guillian Mae C. Palcon | Ramon Tuazon Auteur institutionnel: UNESCO This book looked at the current media and information literacy education policies and teaching practices in formal and informal settings. It explores how MIL could address emerging and pressing problems such as political extremism, false news, online harassment and discrimination in Indonesia, Japan, Malaysia, the Philippines, and Thailand. 
Beijing+25: Generation Equality Begins With Adolescent Girls' Education Année de publication: 2020 Auteur institutionnel: Plan International France | France. Ministry for Europe and Foreign Affairs | UNESCO This publication examines progress and persistent gaps in our efforts to achieve gender equality in and through education since the adoption of the Beijing Platform for Action 25 years ago. In 2018, 130 million girls worldwide were out of school, and only two out of three girls were enrolled in secondary education. The crisis related to the COVID-19 pandemic is likely to further widen these gaps and threatens to interrupt the education of more than 11 million girls.This publication demonstrates the importance of adolescent girls' education for the advancement of the Beijing Platform for Action’s visionary agenda, and the achievement of the Sustainable Development Goals.It provides recommendations to fast-track investments and action on adolescent girls’ education during the 2021 Generation Equality Forum, and the related Action Coalitions aiming to accelerate progress for gender equality. It promotes intersectoral approaches and multi-stakeholder partnerships, and focuses on three ‘levers of action’: comprehensive sexuality education, the involvement of adolescent girls in science, technology, engineering and mathematics education, and the development of adolescent girls’ leadership. It shares adolescent girls’ own priorities and expectations, and their vision of what is needed for an equal future for us all. Pékin+25 : La Génération Égalité commence par l’éducation des adolescentes Année de publication: 2020 Auteur institutionnel: Plan International France | France. Ministry for Europe and Foreign Affairs | Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Cette publication examine les progrès et les lacunes persistantes dans nos efforts pour parvenir à l'égalité des genres dans et par l'éducation depuis l'adoption du Programme d'action de Pékin il y a 25 ans. En 2018, 130 millions de filles dans le monde n'étaient pas scolarisées et seules deux filles sur trois étaient inscrites dans l'enseignement secondaire. La crise liée à la pandémie de COVID-19 est susceptible d'élargir encore ces écarts et menace d'interrompre l'éducation de plus de 11 millions de filles.Cette publication démontre l'importance de l'éducation des adolescentes pour l'avancement de l’agenda visionnaire du Programme d'action de Pékin et la réalisation des objectifs de développement durable.Elle formule des recommandations pour accélérer les investissements et les actions en faveur de l’éducation des adolescentes lors du Forum Génération Égalité de 2021 et des coalitions d’action qui seront lancées visant à accélérer les progrès en faveur de l’égalité des genres. Elle promeut des approches intersectorielles et des partenariats multipartites et se concentre sur trois « leviers d'action »: une éducation complète à la sexualité, la participation des adolescentes aux sciences, à la technologie, à l'ingénierie et aux mathématiques, et le développement du leadership des adolescentes. Elle fait part des propres priorités et attentes des adolescentes, ainsi que de leur vision de ce qui est nécessaire pour un avenir égal pour tous et toutes. 
What Have We Learnt?: Overview of Findings From a Survey of Ministries of Education on National Responses to COVID-19 Année de publication: 2020 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) | World Bank As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS) were analysed. They cover government responses to school closures from pre-primary to secondary education. 
International Literacy Day: Background Paper on 'Youth and Adult Literacy in the Time of COVID-19; Impacts and Revelations' Année de publication: 2020 Auteur institutionnel: UNESCO Specially prepared on the occasion of International Literacy Day 2020, this background paper illustrates the impact of the COVID-19 crisis on youth and adult literacy, based on the limited information that is currently available. It provides five regional snapshots and identifies preliminary lessons learned thus far, while aiming to inspire continued reflection and subsequent action. It also makes the case for the ongoing importance of advancing youth and adult literacy, a priority that was already neglected even before the pandemic but which deserves all our attention. ILD 2020 thus seeks to trigger reimaginations of literacy teaching and learning in the COVID-19 crisis and beyond, with a particular focus on the role of educators. 
What Does the Rule of Law Have to Do With Me? Année de publication: 2020 Auteur institutionnel: UNESCO Using fun, interactive pedagogical tools and a classroom setting, this video explains to young people the basic concept of the rule of law and how they can engage in building a society on just laws which protect the fundamental rights of the individual and promote citizenship (https://en.unesco.org/themes/gced).In simple engaging language with real life examples and interaction with pupils, it explains 'accountability', 'freedom of expression', the characteristics of good law and equality before the law.The video describes the UNESCO-UNODC partnership on education for the rule of law (https://en.unesco.org/themes/gced/rul...) which works to bridge the gap between education and justice and supports Sustainable Development Goals 4 (in particular target 4.7) and 16. The partnership has developed interactive handbooks for schools and guidance for policy-makers.