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89 résultats trouvés
Orientación para familias sobre: Autorregulación emocional y alternativas para eliminar la violencia en la crianza Année de publication: 2020 Auteur: Maite Onochie Auteur institutionnel: United Nations Children's Fund (UNICEF) | Pan American Health Organization (PAHO) Este material busca guiar a las familias en el papel de cuidadores. Propone recomendaciones importantes en los tres primeros años de vida. Da alternativas sobre como calmar a los niños pequeños, cómo manejar el autociodado por parte de los cuidadores, como manejar el llanto y promover la regulación y contención emocional. 
The Digital Future of Teacher Training in Indonesia: What’s Next? Année de publication: 2022 Auteur: Noah Yarrow | Noviandri Khairina | Jacobus Cilliers | Indah Dini Auteur institutionnel: World Bank | Government of Australia This report reflects on the Indonesia’s online teacher training ecosystem based on unique data collected from both teachers and providers during the COVID-19 period. A detailed mapping of the eight largest providers of online teacher training in Indonesia was conducted, covering 25 programs. We find that the majority of programs are short in duration and focus on digital literacy skills and remote learning. Training programs were mostly provided using online lectures, few provided individual coaching, while none provided opportunities for personalized learning. Second, we conducted a nationally representative phone survey of 435 primary and junior secondary teachers spanning 30 provinces across Indonesia (66 percent of whom are female teachers). The teacher survey was conducted between February and March 2021 and covered teachers under both the Ministry of Education, Research, and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA). We find that 44 percent of teachers participated in online learning during the pandemic, and that three quarters of these teachers had never participated in online training prior to the pandemic. Many training participants reported challenges in implementing what they learned from online training. Most of the teachers who participated (88 percent) would like to continue receiving training online even after the pandemic ends. These results suggest that demand for online training is expected to persist, but more can be done to improve their quality. 
Gender Bias, Citizen Participation, and AI (Policy Research Working Papers; Planet; RRR; 11046) Année de publication: 2025 Auteur: Jose Antonio Cuesta Leiva | Natalia Gisel Pecorari Auteur institutionnel: World Bank This paper investigates the role of gender bias in artificial intelligence–driven analyses of citizen participation, using data from the 2023 Latinobarómetro Survey. The paper proposes that gender bias—whether societal, data driven, or algorithmic—significantly affects civic engagement. Using machine learning, particularly decision trees, the analysis explores how self-reported societal bias (machismo norms) interacts with personal characteristics and circumstances to shape civic participation. The findings show that individuals with reportedly low levels of gender bias, who express political interest, have high levels of education, and align with left-wing views, are more likely to participate. The paper also explores different strategies to mitigate gender bias in both the data and the algorithms, demonstrating that gender bias remains a persistent factor even after applying corrective measures. Notably, lower machismo thresholds are required for participation in more egalitarian societies, with men needing to exhibit especially low machismo levels. Ultimately, the findings emphasize the importance of integrated strategies to tackle gender bias and increase participation, offering a framework for future studies to expand on nonlinear and complex social dynamics. 
Bridging the Gap: Holistic Education Policy to Foster Opportunities for Girls in Rural Pakistan Année de publication: 2023 Auteur: Hina Saleem Auteur institutionnel: Center for Universal Education at Brookings Seven out of ten girls in rural Sindh are excluded from schooling. This happens for a myriad of reasons and occurs both in the presence and absence of operational school buildings. When schools are present, the challenges that children—especially girls—face due to their economic and social context often go unaddressed; children who are able to enroll in school often find their learning affected by classroom design and practices and experiences that mirror the exclusion they experience outside of school. At the broader level, this exclusion is reflected in limited representation of the needs and aspirations of sizable rural populations in Pakistan’s formal education system and the pathways beyond it. This policy brief presents findings from on-the-ground research in rural settlements in Sindh province that explores the disparities between boys and girls in enrollment and continuation of schooling in addition to overall inadequate education outcomes. It also provides policy recommendations to support all children and particularly girls in meeting their education needs and aspirations. Education policy must respond to these challenges of unmet education needs and aspirations by taking a holistic, welfare-based approach that supports children to overcome the effects of exclusionary conditions to meet their education needs. However, the benefits of such an approach can only be realized if teaching practices and learning experiences are contextualized, build a connection with local knowledge, question root causes of exclusion and support and prepare all children in negotiating pathways beyond education. 
Genocide Timeline Année de publication: 2024 Auteur institutionnel: United States Holocaust Memorial Museum (USHMM) This timeline proposed by the United States Holocaust Memorial Museum shows the major conceptual and legal advances in the evolution of the term "genocide" . It does not seek to detail every case that could be considered genocide, but to show how the term has entered the political, legal and ethical vocabulary from 1900 to 2016 to express threats of violence against groups. Chronologie du génocide Année de publication: 2024 Auteur institutionnel: United States Holocaust Memorial Museum (USHMM) Cette chronologie proposée par le Musée du mémorial américain sur la Shoah montre les avancées conceptuelles et juridiques majeures dans l’évolution du terme « génocide » . Elle ne cherche pas à détailler tous les cas pouvant être considérés comme des génocides, mais à montrer comment le terme a intégré le vocabulaire politique, juridique et éthique de 1900 à 2016 pour exprimer les menaces de violences contre des groupes. 
Transforming Education Systems: Why, What, and How Année de publication: 2022 Auteur: Rebecca Winthrop | David Sengeh Auteur institutionnel: Brookings Institution This brief is for any education leader or stakeholder who is interested in charting a transformation journey in their country or education jurisdiction such as a state or district. It is also for civil society organisations, funders, researchers, and anyone interested in the topic of national development through education. In it, the authors answer the following three questions and argue for a participatory approach to transformation: Why is education system transformation urgent now? The world is at an inflection point. Climate change, the changing nature of work, increasing conflict and authoritarianism together with the urgency of COVID recovery has made the transformation agenda more critical than ever. What is education system transformation? Education system transformation must entail a fresh review of the goals of your system – are they meeting the moment that we are in, are they tackling inequality and building resilience for a changing world, are they fully context aware, are they owned broadly across society – and then fundamentally positioning all components of your education system to coherently contribute to this shared purpose. How can education system transformation advance in your country or jurisdiction? Three steps are crucial: Purpose (developing a broadly shared vision and purpose), Pedagogy (redesigning the pedagogical core), and Position (positioning and aligning all components of the system to support the pedagogical core and purpose). Deep engagement of educators, families, communities, students, ministry staff, and partners is essential across each of these 3P steps. 
Equity and Social Inclusion: Overcoming Inequalities Towards More Inclusive Societies Année de publication: 2016 Auteur: Betilde Muñoz-Pogossian | Alexandra Barrantes Auteur institutionnel: Organization of American States (OAS) Inequality continues to be one of the main challenges for the countries of the Americas, and the debate about its roots and consequences has permeated all areas of public policy. The truth is that advances in civil and political rights have not been matched by advances in economic, social and cultural rights, and in this context and during the last 15 years, many of the countries of the region have taken measures of public policy to generate greater inclusion and a better redistribution of the benefits of economic growth, with the intention that this will translate into the enjoyment of more rights (in all spheres) for citizens. Equidad e inclusión social: Superando desigualdades hacía sociedades más inlcusivas Année de publication: 2016 Auteur: Betilde Muñoz-Pogossian | Alexandra Barrantes Auteur institutionnel: Organization of American States (OAS) La desigualdad continúa siendo uno de los principales retos de los países de las Américas, y el debate sobre sus raíces y consecuencias ha permeado todos los ámbitos de la política pública. Lo cierto es que los avances en materia de derechos civiles y políticos no se han correspondido con avances en materia de derechos económicos, sociales y culturales.En este marco y durante los últimos 15 años, muchos de los países de la región han tomado medidas de política pública para generar mayor inclusión y una mejor redistribución de los beneficios del crecimiento económico, con la intención de que esto se traduzca en el goce de más derechos (en todas sus esferas) para los ciudadanos y ciudadanas. 
School-Related Gender-Based Violence Measurement Toolkit Année de publication: 2020 Auteur: Dexis Consulting Group Auteur institutionnel: United States Agency for International Development (USAID) This toolkit delivers practical guidance and resources for measuring the prevalence and extent of students’ experiences of school-related gender-based violence (SRGBV), and provides methods for assessing key risk factors and drivers of SRGBV. This toolkit contains a conceptual framework for measuring SRGBV, a school- based survey for measuring experiences of SRGBV, risk factors, and drivers, as well as practical guidance for implementing the survey.