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.
980 résultats trouvés
Atlas de los Objetivos de Desarrollo Sostenible 2018: Basado en los Indicadores del Desarrollo Mundial Année de publication: 2018 Auteur institutionnel: World Bank El Atlas de los Objetivos de Desarrollo Sostenible 2018 se basa en los Indicadores del Desarrollo Mundial, la compilación de estadísticas del Banco Mundial de más de 200 economías sobre el desarrollo mundial y la calidad de vida de las personas. Para cada uno de los 17 Objetivos de Desarrollo Sostenible, se han identificado y visualizado indicadores seleccionados para analizar tendencias y desafíos, y para catalizar la discusión sobre temas de medición. Atlas des Objectifs de développement durable 2018: Des Indicateurs du développement dans le monde Année de publication: 2018 Auteur institutionnel: World Bank L’Atlas 2018 des Objectifs de développement durable s’articule autour des Indicateurs du développement dans le monde – Il s’agit de la compilation par la Banque mondiale de statistiques tirées de plus de 200 économies sur le développement mondial et la qualité de vie des populations. Pour chacun des 17 Objectifs de développement durable, une sélection d’indicateurs ont été identifiés et visualisés, afin d’analyser les tendances et les défis, et de susciter la discussion sur les questions liées aux mesures. 
Global Citizenship Education: Critical and International Perspectives Année de publication: 2020 Auteur: Abdeljalil Akkari | Kathrine Maleq Auteur institutionnel: Springer Nature | Swiss National Science Foundation This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity.Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world.In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging.This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. 
Arab Sustainable Development Report 2020 Année de publication: 2020 Auteur institutionnel: United Nations Economic and Social Commission for Western Asia (ESCWA) The 2030 Agenda calls for transformative change and paradigm shifts. Mobilizing domestic and external resources is a pressing challenge in the Arab region, and the pace of efforts on the SDGs must accelerate. However, transformative change not only requires financial resources and an acceleration of efforts but, above all, demands a shift in orientation and approach towards policy integration, environmental sustainability, and universal human rights with their emphasis on equality, justice, inclusion, fundamental freedoms and participatory politics.The story of the SDGs in the Arab region, therefore, is also a story of human rights, gender equality, sustainability and integrated development. The gravity of the task, and the scale of the ambition, are greater than measuring progress at goal, target and indicator level. Five years into the era of the 2030 Agenda and the SDGs, the present report is a reminder that the starting point for implementation and the horizon for achievement must be aligned for change to be transformative. It is only through the alignment of policies and other interventions with the overarching framework of the 2030 Agenda that the region, and the world, can hope to achieve the 2030 Agenda. How close, or how far, the Arab region is from this alignment is the story the present report aims to tell. 
Assurer à tous une éducation équitable, inclusive et de qualité: Objectif de développement durable 4 au Canada Année de publication: 2020 Auteur institutionnel: Council of Ministers of Education, Canada (CMEC) Ce rapport fournit un cadre pour communiquer l’information aux échelons pancanadien et international au sujet du travail en cours au Canada sur la réalisation de l’ODD 4. Il tire parti des données et des indicateurs liés à l’ODD 4 et inclut, dans la mesure du possible, les données provinciales et territoriales. Ensuring Inclusive and Equitable Quality Education: Sustainable Development Goal 4 in Canada Année de publication: 2020 Auteur institutionnel: Council of Ministers of Education, Canada (CMEC) This report provides a framework to share information at the pan-Canadian and international levels on work underway in Canada to achieve SDG 4. The report builds on SDG 4 data and indicators and includes, where possible, provincial and territorial data. 
Transitional Justice and Education: Learning Peace (Advancing Transitional Justice Series) Année de publication: 2017 Auteur: Clara Ramírez-Barat | Roger Duthie Auteur institutionnel: Social Science Research Council (SSRC) | United Nations Children's Fund (UNICEF) After periods of conflict and authoritarianism, education institutions often need to be reformed or rebuilt. But in settings where education has been used to support repressive policies and human rights violations, or where conflict and abuses have resulted in lost educational opportunities, legacies of injustice may pose significant challenges to effective reform. Peacebuilding and development perspectives, which normally drive the reconstruction agenda, pay little attention to the violent past. Transitional Justice and Education: Learning Peace presents the findings of a collaborative research project of the International Center for Transitional Justice and UNICEF on the relationship between transitional justice and education in peacebuilding contexts. The book examines how transitional justice can shape the reform of education systems by ensuring programs are sensitive to the legacies of the past, how it can facilitate the reintegration of children and youth into society, and how education can engage younger generations in the work of transitional justice. 
Global Citizenship Education: Solidar Foundation Policy Paper Année de publication: 2020 Auteur institutionnel: Solidar Foundation | Erasmus+ The purpose of this paper is to provide recommendations supported by our members, based on their work in formal, non-formal and informal education, to expand GCE at national and European level. Considering how GCE is linked many times with formal education, the recommendations reveal the work of our members outside of this, building upon the need for a multi-stakeholder approach that spans across the entire learning process. This policy paper guides SOLIDAR Foundation’s work in influencing developments related to the EU’s Updated Skills Agenda, European Education Area, Action Plan for the Implementation of the European Pillar of Social Rights, and the European Green Deal, given how all provide an opportunity for GCE to be embraced as a necessity rather than an added-value. التقرير العربي للتنمية المسـتدامة 2020 Année de publication: 2020 Auteur institutionnel: United Nations Economic and Social Commission for Western Asia (ESCWA) تدعو خطة عام 2030 إلى تغيير جذري وتحوّل في الأنماط السائدة. فحشد الموارد المحلية والخارجية يُعدّ من التحدّيات الملحة في المنطقة العربية، كما يُعدّ تكثيف الجهود نحو تحقيق أهداف التنمية المستدامة أمراً مُلحاً. إلّا أنّ التحوّل الجذري، لا يستلزم موارد مالية وتسريع الجهود فحسب، بل يتطلب، أكثر ما يتطلب، تحولًا في التوجه والنهج نحو التكامل في السياسات والاستدامة البيئية والحقوق مع التركيز على المساواة، والعدالة، والشمول الاجتماعي، والحريات الأساسية، والمشاركة في السياسة.قصة أهداف التنمية المستدامة في المنطقة العربية هي إذاً قصة الحقوق والمساواة بين الجنسين والاستدامة والتنمية المتكاملة. ولهذه المهمة من الضخامة والطموح ما يتعدى قياس التقدم على مستوى الأهداف والمقاصد والمؤشرات. وهذا التقرير، الصادر بعد مرور خمسة أعوام على اعتماد خطة عام 2030 وأهداف التنمية المستدامة، هو بمثابة تذكير بضرورة تحديد نقطة الانطلاق في التنفيذ على ضوء الإنجاز المنشود، حتى يكون في التغيير تحوّلٌ حقيقي. وإنّما المواءمة بين السياسات وسائر التدخلات مع الإطار الشامل لخطة عام 2030 هي الطريق الوحيد لعبور المنطقة والعالم إلى تنفيذ خطة عام 2030. أما مدى قرب المنطقة العربية من هذه المواءمة أو بعدها عنها، فهو ما يسرده هذا التقرير. 
Education and Migration: An Assessment of the Types and Range of IOM’s Education and Vocational Training Projects Année de publication: 2018 Auteur: Rocio Sanz Auteur institutionnel: International Organization for Migration (IOM) This report presents the results of the assessment of the range and types of IOM’s education and vocational training programmes as of December 2017. Within an overall framework of reviewing the Organization’s role in supporting the development and implementation of migration policy, the purpose of this assessment is to understand how these programmes contribute to education and vocational training outcomes, especially in the specific context of SDG 4 (Quality Education) of the 2030 Agenda for Sustainable Development.