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[Vidéo] Citoyenneté mondiale pour les écoles jésuites Année de publication: 2019 Auteur institutionnel: Educate Magis Pourquoi la Citoyenneté Mondiale est-elle importante dans le monde d’aujourd’hui et dans le contexte jésuite? Le Globale a toujours fait partie du fonctionnement de la Compagnie de Jésus. Dès le début, dans les années 1500, Ignace et ses compagnons missionnaires ont parcouru le monde, se sont écrit des lettres pour parler des expériences qu’ils vivaient ainsi les écoles en ont appris davantage sur le monde qui les entourait. Bien que notre monde ait changé, cet aspect de notre mission n’a pas changé. C’est sans doute plus important que jamais, car nous vivons dans un monde de plus en plus interconnecté.(José Alberto Mesa, SJ, Secrétaire pour l’Enseignement Secondaire et Présecondaire, Compagnie de Jésus) 
Message from Ms Irina Bokova, Director-General of UNESCO, on the occasion of the International Literacy Day, 50th Anniversary, 8 September 2016 Année de publication: 2016 Auteur: Anna Robinson-Pant Auteur institutionnel: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Literacy is essential to success across the board. A foundation for human rights and dignity, literacy is vital for poverty eradication, for gender equality, for more inclusive and sustainable societies. This is why we launch today the Global Alliance for Literacy, to mobilize investment and promote innovative initiatives, with a focus on gender and new information and communication technologies. We must seize every opportunity-- we must work across all sectoral boundaries. 
Reading the past, writing the future Année de publication: 2016 
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. 
CONFINTEA VI Mid-Term Review 2017: The Status of Adult Learning and Education in Sub-Saharan Africa; Regional Report Année de publication: 2017 Auteur: John Aitchison Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) The Sustainable Development Goals include educational targets which are entirely congruent with the existing focuses of ALE in African countries – to ‘ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy’ (4.6), to ‘substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship’ (4.4) and to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’ (4.7). National targets and the criteria for success in reaching those targets will need to be developed. Undoubtedly, international cooperation and international support can help this gearing-up process. 
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. 
Accelerating Progress: An Empowered, Inclusive and Equal Asia and the Pacific Année de publication: 2019 Auteur institutionnel: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) | Asian Development Bank (ADB) | United Nations Development Programme (UNDP) Accelerating progress: An empowered, inclusive and equal Asia and the Pacific responds to the theme of the 6th Asia Pacific Forum on Sustainable Development and the 2019 session of the high-level political forum on sustainable development.The report proposes a framework of four synergistic elements necessary to advance inclusion, empowerment and equality: rights and justice; norms and institutions; resources and capabilities; participation and voice. The need for action on all four fronts is illustrated by a deeper look at three pivotal challenges confronted by the region – (1) climate change and its potential to deepen inequality; (2) the urgent need to boost domestic resource mobilization; and (3) the need to strengthen social accountability and civic engagement. It draws out policy messages on how an empowerment-and-inclusion approach to policymaking can be fostered, including on addressing violence against women and girls. The report provides strong evidence that promoting empowerment and inclusion are necessary approaches to reduce inequality and accelerate progress towards a broad array of Sustainable Development Goals. It is a contribution to the ongoing national, regional and global dialogues on opportunities to empower people, ensure their inclusion and advance equality.The report is produced by the Asia-Pacific SDG partnership, comprising of the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP), the Asian Development Bank, and the United Nations Development Programme. 
International Higher Education: Shifting Mobilities, Policy Challenges, and New Initiatives Année de publication: 2018 Auteur: Rajika Bhandari | Chelsea Robles | Christine Farrugia Auteur institutionnel: Global Education Monitoring Report Team | Institute of International Education (USA). Center for Academic Mobility Research and Impact Cross-border mobility in higher education, while still referring to a minority of people, is a large phenomenon that is increasingly taking new forms, extending from students and faculty member mobility to the movement of educational programs and institutions, including the spread of online courses facilitated by improvements in technology. It is also a phenomenon with major implications in facilitating the flow and exchange of ideas and knowledge, improving practices, generating resources for receiving countries, and attracting talent. For that reason, the internationalization of higher education puts pressure on countries to develop a strategy that would maximize the education, political and economic benefits while minimizing the costs.Based on an in-depth review of research and existing data, this paper examines key issues in the internationalization of higher education, assesses broad consequences, and discusses a selection of the latest trends. The paper also provides an overview of the key policy challenges and options facing governments in low, middle and high income countries as they seek to internationalize their higher education sectors while also sending their top talent overseas to acquire a global education. 
Final Report: 1st Global Capacity-Building Workshop on GCED Année de publication: 2016 Auteur institutionnel: APCEIU This report provides an overview of the activities carried out during the 1st Global Capacity-Building Workshop on GCED held in Seoul and Gwangju, Republic of Korea from 19 June - 2 July, 2016. APCEIU organized the 1st Global Capacity-Building Workshop on GCED in collaboration with UNESCO in order to contribute to achieving the Sustainable Development Goals(SDGs) target 4.7 by enhancing the capacity of teacher educators and trainers in implementing GCED. This intensive 2-week workshop provided the participating educators with the opportunities to better understand the concept and internalize the pedagogical principles of GCED while sharing their experiences and working on collaborative action plans. For more information, please contact APCEIU's Office of Education and Training at ent@unescoapceiu.org. 
Final Report: 2016 UNESCO/KOICA Joint Fellowship Programme Année de publication: 2016 Auteur institutionnel: APCEIU This report provides an overview of the activities carried out during the 2016 UNESCO/KOICA Joint Fellowship Programme held in Republic of Korea from 1 September - 31 October, 2016.In its 10th year of implementation, UNESCO/KOICA Joint Fellowship Programme 2016 invited 25 educators from 17 countries in Africa and the Asia-Pacific region for two months; from September 1st to October 31st. The overarching goal of the Programme was to enhance the capacities of participating educators under the themes of “Teacher Training for Basic Education,” “Use of ICT for Education (or e-Learning),” “Leadership in Global Education” and “Girls’ Education.” Composed of various segments such as lectures, workshops, hands-on activities, and seminars, which were closely interlinked with each module, the modules were designed to enable the participants to reorient their perspectives on educational development, to gain essential knowledge and skills, and furthermore to produce meaningful and relevant outputs that could be widely applied in their local contexts.For more information, please contact APCEIU's Office of Education and Training at ent@unescoapceiu.org.