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.
2,646 résultats trouvés
For a Transnational History of Disability: Argentina, Brazil and Spain 20th Century Année de publication: 2022 Auteur: Gildas Bregain Auteur institutionnel: Latin American Council of Social Sciences (CLACSO) Publications on disability have been mostly limited to health, rehabilitation and education editorials. On the other hand, this new Editorial Series, open to social movements, platforms of struggle, academic groups, collaboration networks, public policy makers, citizens of all of our Latin America and the Caribbean and other latitudes of the global South, combines a multiplicity of edges, perspectives and approaches. This volume comes to occupy a vacant place in critical studies on disability in Latin America, which is to record the struggles for the rights of these people in our region. Introducing a historical problematization in this regard not only has an epistemological and political relevance, but also makes a contribution to the present and to contemporary disability policies. 
الضمانات الدولية لحماية الحق في التعليم في القانون الإنساني الدولي (مجلة ذي قار للفنون ، المجلد 33 ، العدد 1). Année de publication: 2019 Auteur: Firas Jasim Auteur institutionnel: Dhi Qar University يعد الحق في التعليم واحداً من أهم حقوق الإنسان الذي حرص القانون الدولي على ضمان حمايته وقت السلم والنزاعات المسلحة. إذ يعزز القانون الدولي الإنساني إلى جانب الأنظمة القانونية الأخرى الأحكام القانونية الرامية لضمان حصول الأفراد على حقهم في التعليم الذي كثيرًا ما يتعرض للانتهاك في أوضاع النزاعات المسلحة. قسم البحث الى ثلاثة مباحث تضمن الأول مفهوم الحق في التعليم، في حين تناول الثاني آليات القانون الدولي الإنساني في حماية الحق في التعليم، بينما تعرض المبحث الثالث الى السبل القانونية لمواجهة انتهاكات الحق في التعليم. وانتهى البحث بخاتمة تضمنت أبرز الاستنتاجات التي توصل البحث إليها ومجموعة من التوصيات التي نأمل أن تسهم في تعزيز حماية الحق في التعليم إبان النزاعات المسلحة. International Guarantees to Protect the Right to Education in International Humanitarian Law (Thi Qar Arts Journal; vol. 33, no. 1) Année de publication: 2019 Auteur: Firas Jasim Auteur institutionnel: Dhi Qar University The right to education is one of the most important human rights that international law is keen to ensure its protection in times of peace and armed conflicts. International humanitarian law, along with other legal systems, reinforces legal provisions aimed at ensuring that individuals obtain their right to education, which is often violated in situations of armed conflict. The research was divided into three sections, the first included the concept of the right to education, while the second dealt with the mechanisms of international humanitarian law in protecting the right to education, while the third section presented legal means to confront violations of the right to education. 
حق المرأة في التعليم Année de publication: 2021 Auteur: Alya Shaker Auteur institutionnel: Qaf TV الفيديو عبارة عن حلقة من برنامج "دولة النساء" في قناة قاف التفاعلية. الحلقة بعنوان "المرأة محقها في التعليم". تناولت فيها المذيعة الموضوع مع الدكتورة "نسيبة جلال". الحلقة ناقشت نظرة الدين الإسلامي الحنيف في حق المرأة في التعليم والأسباب الاجتماعية والاقتصادية التي كانت تمنع المرأة من التعلم وواقعها اليوم وما هي الآثار الإيجابية الكثيرة في حال تعليم المرأة من الناحية الشخصية والاجتماعية والاقتصادية. وأيضا تناقش الأسباب المساعدة على تيسير وتطبيق هذا الحق في أيامنا الحالية. 
Education Investments in Middle East, Eastern and Southern Africa: Gaps & Opportunities Towards Sustainable Financing Beyond GPE Commitments Année de publication: 2022 Auteur institutionnel: Plan International To achieve the goals of the global and continental agendas of repositioning access, equity, quality education and skills development as key drivers of inclusive growth and sustainable development, African governments must provide a level of predictable and sustainable investment in education. With these strategic investments, African countries can change the status quo, accelerate the pace of catching up with the developed countries and be able to compete in an increasingly technology and knowledge-based world where skills have become the “global currency of the 21st century”. Plan International in Middle East, Eastern and Southern Africa commissioned a study to assess the extent to which the Education Sector budget is adequate, gender-responsive and inclusive and to analyse education budget trends between 2019 and 2021. The focus was to generate concrete evidence regarding trends in education sector budget allocations and expenditure. Furthermore, due to the recent pandemic, the study aimed to compare current and previous allocations to detect trends/patterns in allocations and any reallocations due to COVID-19. Specifically, the study sought to: Analyse allocations (and expenditure) to the education sector with a particular focus on initiatives aimed at supporting the provision of gender-responsive and disability-inclusive education in line with the country policies; Assess the efficiency of resource allocation and use against planned expenditure; and Recommend effective strategies for CSOs and citizens to advocate for education budget increase to or above 20% of the national budget and 6% of GDP. The study focused on 10 countries in the region – Kenya, Uganda, Zambia, Malawi, Zimbabwe, South Sudan, Tanzania, Egypt, Somalia and Rwanda. With a multi-pronged research process of budget tracking and analysis, policy analysis, political economy analysis and varied data collection methods – the research findings and recommendations are ready for wider dissemination and use. 
The Effectiveness of Educational Electronic Games in Developing Some Health Skills of Autistic Children Semi-Experimental Study in Lattakia Governorate (Tishreen University Journal for Research and Scientific Studies, Arts and Humanities; vol. 43, no. 5) Année de publication: 2021 Auteur: Raneem Jablawi Auteur institutionnel: Tishreen University "The aim of the research is to verify the effectiveness of educational electronic games in developing some health skills among a sample of autistic children in Lattakia Governorate, their ages ranged between (5-6) years, and the research sample amounted to (12) autistic children, which were divided into an experimental group consisting of (8) children and a control group consisting of (8) children. To achieve this goal, the researcher used the quasi-experimental method. The children of the experimental group were subjected to a set of educational electronic games in order to develop their health skills.The results showed that there were statistically significant differences between the average scores of the children of the experimental group and the average scores of the children of the control group on the health skills test after the application of educational electronic games, in favor of the children of the experimental group, and there were statistically significant differences between the average scores of the children of the experimental group on the health skills test in the two tribal applications. and dimensional, in favor of dimensional application. The results of the study also showed that there were no statistically significant differences between the average scores of the experimental group children in the post application and their average scores in the delayed application on the health skills test.In light of the results, the researcher recommended conducting studies on the use of educational electronic games in developing different types of concepts and skills for autistic children, and conducting other studies on preparing programs for autistic children to develop different skills for them." 
Generation Equality Accountability Report 2022 Année de publication: 2022 Auteur institutionnel: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) In the UN Decade for Action on Gender Equality, people around the world have pledged to move from rhetoric to action and to work together to drive lasting change, starting now. Through the 2021 Generation Equality Forum in Mexico and France, world leaders and partners committed to eliminating gender inequalities and to financing and implementing laws, policies, and programmes to meet priority actions and targets in a Global Acceleration Plan for Gender Equality. The aim is simple but profound: deliver irreversible, quantifiable results for women and girls in all their diversity.Together, commitment makers and signatories of a series of Action Coalitions, along with the Compact for Women, Peace and Security and Humanitarian Action have begun to build an ambitious global movement. It unites diverse partners committed to collective accountability for women and girls. This accountability is the driving force of this report, which takes stock of the bold commitments made at the Forum one year into implementation. Through a survey of commitment-makers, the report sheds light on the nature of the commitments and assesses measurable progress. It highlights trends and notes where more work is needed.Generation Equality was born from the idea that the world could make catalytic progress on gender equality if a wide range of stakeholders united around a transformative vision and worked together to achieve it. These preliminary findings demonstrate that, while more remains to be done, collective action is powerful in making commitments real in the lives of women and girls. 
문화정책의 (재)구성: 발전을 위한 창의성 증진; 문화다양성 협약 글로벌 리포트, 2018 Année de publication: 2018 Auteur institutionnel: UNESCO '글로벌 리포트(Global Report)' 시리즈는 유네스코 「문화적 표현의 다양성 보호과 증진에 관한 협약(2005)」의 이행을 모니터링하기 위해 기획되었다. 본 시리즈는 이러한 이행 과정이 UN의 2030 지속가능발전목표 및 세부목표를 달성하는 데 어떻게 기여하는지 증거를 통해 보여주고 있다.2018년 글로벌 리포트는 2015년에 첫 번째 리포트가 출간된 이후 협약을 이행하면서 이루어진 진전 사항을 분석하고 있다.본 보고서는 협약 당사국들이 제출한 국가보고서에 대한 분석과 그와 관련된 새로운 연구 결과를 바탕으로 협약이 10개의 모니터링 분야에서 세계 및 국가 수준의 정책 변화에 어떻게 영향을 주었는지 검토하고 있다. 또한 본 보고서는 디지털 환경의 급속한 변화에 맞는 문화정책을 다루면서 인권과 기본적 자유를 기반으로 하는 향후 일련의 정책 권고안을 제시하고 있다.이 두 편의 글로벌 리포트는 문화정책을 수립하고 발전을 위한 창의성을 증진시킬 수 있는 새롭고 가치 있는 증거를 제시하기 시작하고 있다. 
Education: Still Searching for Utopia? (The UNESCO Courier no. 1, January-March 2018) Année de publication: 2018 Auteur institutionnel: UNESCO At a time of heightened global tension, when human rights, freedom of speech, peace and the future of the planet itself may seem challenged as never before, the transformational power of education is of critical importance.In Learning: The Treasure Within, the landmark Report to UNESCO by the International Commission on Education for the Twenty-first Century in 1996, Jacques Delors, then Chairman of the Commission (1992 to 1996), spoke of education as “the necessary Utopia” and “an indispensable asset in its attempt to attain the ideals of peace, freedom and social justice.”Education was held up as neither miracle nor magic, but rather the best means to foster a climate where humanity would be improved −. and where the rich potential for learning, inherent in every individual, would be tapped. Our humanity is confronted with a very strange paradox: the world’s population has never been better educated, and yet, according to the UNESCO Institute for Statistics, 263 million children and young people are out of school, 617 million children and adolescents worldwide do not meet the minimum threshold for literacy and mathematics, at least 750 million adults are illiterate, and girls remain more likely than boys to never set foot in a classroom. Yet education is still called upon to address inequalities, poverty, terrorism and conflict. It is seen as one of the keys to global citizenship and sustainable development, two of UNESCO’s fields of action. The Organization is also mandated to lead the Education 2030 global agenda with a special focus on ensuring that no one is left behind. Under the title, “Education: Still searching for Utopia?”, the UNESCO Courier evaluates the state of global education and explores how it responds to some of the main challenges we face. 
IX and X Days of Educational Cooperation with Iberoamerica on Special Education and Educational Inclusion Année de publication: 2015 Auteur institutionnel: UNESCO Santiago This publication includes the main presentations made by experts in educational inclusion presented at the IX and X Conference on Educational Cooperation with Ibero-America on special education and educational inclusion, held in Cartagena de Indias, Colombia (2012) and Santa Cruz, Bolivia ( 2013), respectively. The workshops have been organized by the Ministry of Education of Spain with the support of the Regional Office of Education for Latin America and the Caribbean (OREALC / UNESCO Santiago). We hope that this publication will contribute to the dissemination of the reflections that RIINEE has developed on critical issues in the field of the educational inclusion of people with disabilities and / or special educational needs, and in this way, constitute a contribution to advance in the guarantee of the rights indicated in the Convention on the Rights of Persons with Disabilities, approved in 2006 by the Member States of the United Nations Organization.