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.
2,701 résultats trouvés
L'engagement des jeunes Année de publication: 2015 Auteur: Jeanne Lorrain Auteur institutionnel: Educasol Le 9 juillet 2015, à l’initiative inédite de quatre collectifs et plateformes engagés sur les questions de citoyenneté active à l’international, le CLONG Volontariat, EDUCASOL, France Volontaires et le Cnajep, jeunes, associations et institutions se sont interrogés : « Quelle participation citoyenne à la construction des politiques de développement ? Et les jeunes dans tout ça ? » Au cours de la journée, la parole a été donnée aux jeunes pour qu’ils puissent exprimer ce que représente pour eux l’engagement et pour mettre en avant ceux qui n’ont généralement pas la parole. A travers un regard croisé Europe/International sur l’engagement citoyen et de nombreux témoignages sur leur parcours, les jeunes intervenants ont rappelé que ces questions ne sont pas réservées à une élite, que peu importe le niveau ou l’échelle d’engagement (international-national-quartier-région), ceux qui s’intéressent aux questions de développement peuvent avoir un impact sur les politiques publiques et faire que leur voix soit entendue. Cette journée a permis de développer deux outils de communication et d’information afin de promouvoir l’engagement citoyen et de faire de la sensibilisation auprès de différents publics en France et à l’international. 
التعليم من أجل الناس والكوكب: بناء مستقبل مستدام للجميع Année de publication: 2016 Auteur institutionnel: UNESCO The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them. These facts are spelled out in exquisite and unusual detail throughout the report. Yet the report also emphasizes the remarkable gaps between where the world stands today on education and where it has promised to arrive as of 2030. [Summary] Education for People and Planet: Creating sustainable Futures for All, Global Education Monitoring Report, 2016; Summary Année de publication: 2016 Auteur institutionnel: UNESCO Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars – Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. L'Education pour les peuples et la planète: créer des avenirs durables pour tous, résumé du rapport mondial de suivi sur l'éducation, 2016 Année de publication: 2016 Auteur institutionnel: UNESCO The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them. These facts are spelled out in exquisite and unusual detail throughout the report. Yet the report also emphasizes the remarkable gaps between where the world stands today on education and where it has promised to arrive as of 2030. Образование в интересах людей и планеты: ПОСТОЕНИЕ УСТОЙЧИВОГО БУДУЩЕГО ДЛЯВСЕХ, РЕЗЮМЕ ВСЕМИРНОГО ДОКЛАДА ПО МОНИТОРИНГУ ОБРАЗОВАНИЯ, 2016 Année de publication: 2016 Auteur institutionnel: UNESCO The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them. These facts are spelled out in exquisite and unusual detail throughout the report. Yet the report also emphasizes the remarkable gaps between where the world stands today on education and where it has promised to arrive as of 2030. 
Manual for Developing Intercultural Competencies: Story Circles Année de publication: 2020 Auteur: Darla K. Deardorff Auteur institutionnel: UNESCO This book presents a structured yet flexible methodology for developing intercultural competence in a variety of contexts, both formal and informal. Piloted around the world by UNESCO, this methodology has proven to be effective in a range of different contexts and focused on a variety of different issues. It, therefore, can be considered an important resource for anyone concerned with effectively managing the growing cultural diversity within our societies to ensure inclusive and sustainable development.The book serves as a tool to develop those competences, presenting an innovative adaptation of what could be considered an ancient tradition of storytelling found in many cultures. Through engaging in the methodology, participants develop key elements of intercultural competence, including greater self-awareness, openness, respect, reflexivity, empathy, increased awareness of others, and in the end, greater cultural humility.This book will be of great interest to intercultural trainers, policy makers, development practitioners, educators, community organizers, civil society leaders, university lecturers, and students – all who are interested in developing intercultural competence as a means to understand and appreciate difference, develop relationships with those across difference, engage in intercultural dialogue, and bridge societal divides. Manuel de développement des compétences interculturelles: les cercles d’histoires Année de publication: 2020 Auteur: Darla K. Deardorff Auteur institutionnel: UNESCO Le présent ouvrage propose une méthode structurée mais flexible de développement des compétences interculturelles qui pourra être utilisée dans les contextes les plus divers, formels ou informels. Mise en oeuvre à titre expérimental par l’UNESCO dans plusieurs pays du monde, cette méthode, qui aborde une grande diversité de thèmes, a apporté la preuve de son efficacité dans des situations très variées. Elle constitue donc un outil capital pour tous ceux qui ont à coeur d’appréhender efficacement la diversité culturelle grandissante qui est devenue la marque de nos sociétés, et ce afin de parvenir à un développement inclusif et durable.Ce manuel consacre l’adaptation innovante d’une tradition très ancienne, celle du récit, que l’on retrouve dans un très grand nombre de cultures. À l’aide de cette méthode, les participants apprennent à renforcer certains aspects clés des compétences interculturelles comme la conscience de soi, l’ouverture d’esprit, le respect, la réflexivité, l’empathie, la conscience d’autrui, en manifestant, en fin de compte, une plus grande humilité culturelle.Cette publication présente un grand intérêt pour les formateurs interculturels, les dirigeants politiques, les praticiens du développement, les éducateurs, les responsables des communautés et de la société civile, les universitaires et les étudiants – pour tous ceux qui s’intéressent au développement des compétences interculturelles comme moyen de comprendre et d’apprécier la différence, d’approfondir les relations indépendamment des différences, de participer au dialogue interculturel et de surmonter tout ce qui divise les sociétés. 培养跨文化能力手册 : 故事圈 Année de publication: 2020 Auteur: Darla K. Deardorff Auteur institutionnel: UNESCO 该文件详细介绍了用以培养跨文化能力的“故事圈”的方法，包括其使用的工具，操作方法等，同时包括了大量培训资源、案例素材与辅助材料。 
التعليم من أجل تحقيق أهداف التنمية المستدامة: أهداف التعلم Année de publication: 2017 Auteur institutionnel: UNESCO تروج اليونسكو التعليم من أجل التنمية المستدامة منذ عام .١٩٩٢ وتولت اليونسكو قيادة عقد الأمم المتحدة للتعليم من أجل التنمية المستدامة بين عامي ٢٠٠٥ و٠١٤٢ وتقود حاليا الجهود الرامية إلى متابعة هذا العقد من خلال برنامج العمل العالمي للتعليم من أجل التنمية المستدامة. وثمة زخم لم يسبق له مثيل في مجال التعليم من أجل التنمية المستدامة. إن معالجة القضايا العالمية، كتغير المناخ مثلا، تتطلب تغيير أنماط عيشنا على نحو عاجل وإحداث تغيير جذري في طريقة تفكيرنا وتصرفنا. ولإحداث هذا التغيير، لا بد من توافر مهارات وقيم ومواقف جديدة تفضي إلى مجتمعات تنعم بقدر أكبر من الاستدامة. ويتعين على نظم التعليم تلبية هذه المتطلبات الملحة من خلال تحديد أهداف تعلم ومضامين تعليمية مجدية. وتطبيق أساليب تربوية هدفها تمكين الدارسين، وحث المؤسسات التعليمية على إدراج مبادئ الاستدامة في هياكلها الإدارية. وتتجلى هذه الرؤية التي تبرز أهمية اعتماد الحلول التعليمية المناسبة في جدول الأعمال الجديد للتنمية المستدامة لعام ٢٠٢٠ الذي يخصص للتعليم هدفا صريحا ومنفصلا يتمثل في الهدف ٤ من أهداف التنمية المستدامة، كما يتضمن العديد من الغايات والمؤشرات المتصلة بالتعليم التي تندرج في إطار أهداف التنمية المستدامة الأخرى. ويمثل التعليم هدفا في حد ذاته ووسيلة لبلوغ سائر أهداف التنمية المستدامة الأخرى. ولا يشكل التعليم جزءا لا يتجزأ من عملية التنمية المستدامة فحسب، بل هو أيضا عامل رئيسي يساعد على تحقيق التنمية المستدامة. وعليه، يمثل التعليم استراتيجية بالغة الأهمية لتحقيق سائر أهداف التنمية المستدامة. ويرمي هذا المنشور إلى توفير دليل يسترشد به المهنيون العاملون في حقل التعليم بشأن الاستعانة بالتعليم من أجل التنمية المستدامة لبلوغ مستويات التعلم الضرورية لتحقيق أهداف التنمية المستدامة، أي أنه يسعى للإسهام في بلوغ هذه الأهداف. ويحدد هذا الدليل عددا من أهداف التعلم الإرشادية ويقترح عددا من الموضوعات وأنشطة التعلم الخاصة بكل واحد من أهداف التنمية المستدامة، كما يعرض طائفة من أساليب التنفيذ على شتى المستويات، بدءأ بتصميم المساقات الدراسية ووصولا إلى رسم الاستراتيجيات الوطنية. ولا يسعى هذا الدليل لأن يكون ملزما بأي شكل كان، وإنما يرمي إلى توفير التوجيهات والاقتراحات التي يمكن للمربين الانتقاء منها وتكييفها لتلائم سياقات التعلم الفعلية السائدة لديهم. 
Global Education Guidelines: A Handbook for Educators to Understand and Implement Global Education Année de publication: 2008 Auteur: Alicia Cabezudo | Christos Christidis | Miguel Carvalho da Silva | Valentina Demetriadou-Saltet | Franz Halbartschlager | Georgeta-Paula Mihai Auteur institutionnel: North-South Centre of the Council of Europe These Global Education Guidelines are the result of a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education Week network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully implement global education initiatives. By offering perspectives on global education as well as related methods and evaluation criteria – including sharing of practices, tools and resources - these Guidelines aim at strengthening the overall work for global education. It also aims at supporting practitioners in formal and non-formal education settings by introducing general elements which may be developed by them according to the needs and based on their own experiences; assist them in identifying existing global education approaches and practices; support them in reflecting on and becoming more aware of their own global education activities; increase global education practice sharing and create synergies between stakeholders; contribute to education policies at local, regional, national and international level.The Global Education Guidelines are an initiative of the Global Education Programme of the NorthSouth Centre of the Council of Europe, involving a team of educators from the Global Education Week network which constituted the drafting team with the mandate of drafting collectively the Global Education Guidelines. The writing process included a participatory method at several levels of consultancy amongst global education educators and practitioners actively involved with the North-South Centre global education and youth programmes. Moreover, a Group of Mentors was identified among NSC’s European and international partners, which included, inter alia, a team of trainers from the NSC’s University on Youth & Development.Topics presented in the Guidelines aim at clarifying fundamental questions related to global education; it suggest strategies on how to build contents; put forward aims, skills, values and attitudes; offer guidance on methods, curricular design and evaluation and list useful contacts, links and bibliography. The Guidelines should be regarded as an ongoing process of evolution, which should be regularly reviewed with new ideas, inputs and practices brought from a diversity of partners and their experiences.