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.
2,759 résultats trouvés
Анализ положения детей в Республике Казахстан Année de publication: 2019 Auteur institutionnel: UNICEF Kazakhstan Казахстан поставил перед собой важную стратегическую цель – стать одной из 30 самых развитых стран мира к 2050 году. При этом нынешние дети и подростки, составляющие 31,4% от общей численности населения страны, будут теми, кто больше всех ощутит положительные изменениня и поэтому также должны стать активными участниками в реализации поставленной цели.В данном документе представлены анализ и рекомендации, направленные на то, чтобы дети оставались в центре приоритетов развития страны. Отчет подтверждает ощутимый прогресс, достигнутый в продвижении прав детей, а также выявляет факторы, влияющие на их уязвимость. 
Five States and / or One Region? : National and Regional Dualism in Central Asia Année de publication: 2015 Auteur: Farkhod Tolipov | Abdugani Mamatazimov | Elmira Nogoibaeva | Sanat Kushkumbaev | Tamerlan Ibraimov | Galiya Ibragimova | Azina Kushkumbaeva Auteur institutionnel: Central Asian Studies The aim of the group of scientists and researchers of the Almaty Club, created with the support of the Friedrich Ebert Foundation, was to analyze and search for common solutions to intra-regional problems.This publication is the result of the work of researchers from 5 countries of the Central Asian region. It discusses issues of regional integration and cooperation, creating a platform for scientific research, overcoming geopolitical tensions and strategic uncertainty, as the main factors that impede regional evolutionary processes. Пять государств и/или один регион? : Национально-региональный дуализм в Центральной Азии Année de publication: 2015 Auteur: Farkhod Tolipov | Abdugani Mamatazimov | Elmira Nogoibaeva | Sanat Kushkumbaev | Tamerlan Ibraimov | Galiya Ibragimova | Azina Kushkumbaeva Auteur institutionnel: Central Asian Studies Целью группы ученых и исследователей "Алматы-клуба", созданного при поддержке Фонда Фридриха Эберта стал анализ и поиск общих решений внутрирегиональных проблем.Эта публикация является результатом работы исследователей 5 стран центральноазиатского региона. Здесь обсуждаются вопросы региональной интеграции и сотрудничества, создания платформы для научных исследований, преодоление геополитического напряжения и стратегической неопределенности, как основных факторов, препятствующих региональным эволюционным процессам. 
التقرير الجامع عن تنفيذ توصية عام ١٩٧٤ بشأن التربية من أجل التفاهم والتعاون والسلام على الصعيد الدولي والتربية في مجال حقوق الإنسان وحرياته الأساسية Année de publication: 2013 Auteur institutionnel: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. Consolidated Report on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms Année de publication: 2013 Auteur institutionnel: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. Informe de síntesis sobre la aplicación por los Estados Miembros de la Recomendación de 1974 sobre la Educación para la Comprensión, la Cooperación y la Paz Internacionales y la Educación relativa a los Derechos Humanos y las Libertades Fundamentales Année de publication: 2013 Auteur institutionnel: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. 
2nd European congress on global education: education, interdependence and solidarity in a changing world; final report Année de publication: 2012 Auteur institutionnel: North-South Centre of the Council of Europe | Global Education Network Europe (GENE) | CONCORD Europe | Portuguese Institute of Cooperation and Language | Portuguese NDGO Platform | University of Lisbon | European Commission The 2nd European Congress on Global Education: Education, Interdependence and Solidarity in a Changing World took place on 27 – 28 September 2012 in Lisbon. It was organised by the North-South Centre of the Council of Europe (NSC) in partnership with Global Education Network Europe (GENE) and CONCORD Europe, in cooperation with the Portuguese Institute of Cooperation and Language - Camões, the Portuguese NDGO Platform and the University of Lisbon and with the financial support of the European Commission. This Congress brought together approximately 200 stakeholders in global education, in particular international organisations, governments, parliamentarians, local and regional authorities, civil society organisations, as well as educators from Europe and beyond, using the principle of “quadrilogue” and a holistic approach to global education. This two-day event built on the efforts of the North-South Centre (NSC) and other stakeholders to promote global education since the Maastricht Congress Declaration (2002) which established a European strategy framework for improving and increasing global education in Europe to the year 2015. Thematic dialogue and exchange of ideas and practices together with a reflection on the political dimension of global education contributed to the formulation of a Lisbon Statement and the revision of the proposed Strategic Recommendations for Strengthening Global Education till 2015. The resume of the thematic dialogues, the Lisbon Statement on Global Education and the Strategic Recommendations represent an integral part of this report. This is also complemented with a short concluding section with follow-up proposals. 2nd European congress on global education: education, interdependence and solidarity in a changing world; final report Année de publication: 2012 Auteur institutionnel: North-South Centre of the Council of Europe | Global Education Network Europe (GENE) | CONCORD Europe | Portuguese Institute of Cooperation and Language | Portuguese NDGO Platform | University of Lisbon | European Commission Ce rapport national sur l'éducation globale en Autriche fait partie du processus d'évaluation intra-européenne Éducation Mondiale, qui a été lancé en 2002 dans le but d'augmenter et d'améliorer l'éducation mondiale dans les États membres du Conseil de l'Europe. Ce rapport est l'aboutissement d'un processus d'examen par les pairs mené par une équipe d'examen international par des pairs. Grâce à la recherche et des entrevues avec des intervenants clés, des informations ont été recueillies et des perspectives critiques développé sur l'état actuel et les perspectives d'avenir pour l'éducation mondiale en Autriche. Ce processus long de l'année, facilitée par le Centre Nord-Sud du Conseil de l'Europe, a été développé en partenariat avec le Groupe Stratégie autrichienne pour l'éducation mondiale comme la contrepartie nationale dans le processus. Il a impliqué le Ministère des Affaires étrangères, le Ministère de l'Education, l'Agence Autrichienne de Développement (AAD), KommEnt, et les ONG et les milieux universitaires. Ce rapport d'évaluation intra reconnaît la relativement forte tradition d'éducation mondiale en Autriche. le soutien autrichien de EM se reflète dans l'éventail des organisations engagées impliquées dans EM, et les nombreuses initiatives et projets dans les secteurs formels et non formels d'éducation, et dans la société civile. Le chapitre 1 ci-dessous fournit une introduction au rapport et le processus général. Le chapitre 2 décrit le contexte de l'éducation mondiale en Autriche. Le chapitre 3 examine l'éducation mondiale dans le secteur de l'éducation formelle. Le chapitre 4 met l'accent sur le travail important et varié qui se déroule dans l'éducation non formelle, les organisations de la société civile et d'autres secteurs dans ce domaine. Le chapitre 5 fournit, de façon sommaire, un aperçu des observations et recommandations de l'examen par les pairs clés. 세계 교육에 관한 제 2차 유럽 의회: 변화하는 세계에서의 교육, 상호 의존 및 연대; 최종 보고서 Année de publication: 2012 Auteur institutionnel: North-South Centre of the Council of Europe | Global Education Network Europe (GENE) | CONCORD Europe | Portuguese Institute of Cooperation and Language | Portuguese NDGO Platform | University of Lisbon | European Commission 오스트리아 글로벌 교육에 관한 이 국가 보고서는 유럽 의회 회원국들의 글로벌 교육을 증진 및 향상시키기 위한 목적으로 2002년에 시작된, 유럽 글로벌 교육의 공동 심의 과정(the European Global Education Peer Review Process)의 일부이다. 이 보고서는 국제 공동 심의 과정 팀에 의해 주도되는 공동 심의 과정의 정점이다. 리서치 및 주요 이해 관계자들과의 인터뷰를 통해서 정보를 수집하고, 오스트리아 글로벌 교육 현황 및 미래 전망에 대한 비판적 시각도 발전시켰다. 유럽 의회 남북 센터가(the North-South Centre of the Council of Europe)가 추진한 이 1년 과정은 현재 진행중인 국가적 대응 사업으로서, 글로벌 교육을 위한 오스트리아 전략 그룹(Austrian Strategy Group for Global Education)과 협력하여 개발되었다. 여기에는 외무부, 교육부, 오스트리아 개발기구(ADA), KommEnt, NGO 및 학계가 포함된다. 이 피어 리뷰 보고서(Peer Review report)에서는 오스트리아 글로벌 교육의 상대적으로 강한 전통을 인지하고 있다. 글로벌 교육(이하 GE)을 위한 오스트리아 국가 서포트와 GE와 관련된 열성적인 조직과 공식 및 비공식적 교육 분야, 시민 사회 내의 다수 이니셔티브 및 프로젝트에 반영이 되어 있다. 다음의 제 1장에서는 보고서와 프로세스 전반에 대한 소개를 제공한다. 제 2장에서는 오스트리아 글로벌 교육의 맥락을 개략적으로 보여준다. 제 3장에서는 정규 교육 부분에서의 글로벌 교육에 대해 살펴본다. 제 4장에서는 비정규 교육, 시민사회 조직 및 다른 부문에서 일어나는 중요하고 다양한 교육 작업에 중점을 둔다. 제 5장에서는 요약 방식으로, 피어 리뷰의 권고안들 및 주요 관찰에 대한 아웃라인을 제공한다. Citizenship, identity and education: examining the public purposes of schools in an age of globalization Année de publication: 2006 Auteur: Fernando Reimers Auteur institutionnel: UNESCO International Bureau of Education (IBE) Educational institutions exist to achieve public purposes. One of those purposes is to develop citizenship. In the 21st century, citizenship includes global citizenship. In an era of globalization effective citizenship includes the knowledge, ability and disposition to engage peacefully and constructively across cultural differences for purposes of addressing personal and collective needs and of achieving sustainable human–environmental interactions, this requires internalizing global values. Addressing these challenges of globalization will require making citizenship education and the development of global values an explicit objective of efforts to improve quality throughout the world, critically examining theories and evidence about the effectiveness of various approaches to developing citizenship and global citizenship and supporting activities aligned with this public purpose. This public purpose should support the development of a political culture that fosters the rule of national and international law and respect of human rights, the development of understanding to support trade and economic and peaceful bilateral and international diplomacy as the preferred means to solve international disputes, the development of the capability to understand and address the serious environmental challenges facing humanity and to collaborate across national boundaries in the creation of sustainable forms of human–environmental interactions and in the development of the skills to promote rationality in deliberation and action, and to advance science and technology as means to improve human health and well-being. At present, however, many education systems and reforms are insufficiently focused on quality, or focus instead on a very narrow and self-referenced definition of quality. It is possible to educate people to understand and appreciate cultural differences and to understand and accept human rights in a framework of global values that includes compassion and caring, concern for others, respect and reciprocity. These values, dispositions, knowledge and skills can be developed in a range of institutions that societies have to pass on what they value to the young, and to re-create culture: families, religious institutions, the media, workplaces, political institutions and also schools. While there is no reason to assume that schools can be more effective in this task than any of these other institutions, they have greater potential to be aligned with transnational efforts to promote global civility. They are a public space, and consequently also a globally public space, in ways in which families and religious institutions are not. If schools actively engage in teaching hatred or intolerance, or if they fail to prepare students adequately for global civility, these failures can be noted by international institutions that can potentially mobilize resources to support national and local efforts to prepare students for global citizenship. There is not a similar network linking national and transnational institutions, public and private, governmental and non-governmental, that attends to the dynamics of families and other ‘‘private’’ spaces.