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.
2,161 résultats trouvés
Happy Schools Guide and Toolkit: A Resource for Happiness, Learners’ Well-Being and Social and Emotional Learning Année de publication: 2021 Auteur institutionnel: UNESCO | UNESCO Bangkok The Happy Schools Guide and Toolkit is designed to support teachers and school leaders in primary and secondary schools across the Asia-Pacific region, in thinking about how they can create their own Happy School. It has therefore drawn from aspects of the Happy Schools Framework, which can be most readily addressed at the school level. While the Happy Schools Guide is targeted towards school leaders and teachers at the school level of administration and pedagogy development, the Happy Schools Toolkit is conceived for teachers at the classroom level. 
Online Antisemitism: A Toolkit for Civil Society Année de publication: 2022 Auteur institutionnel: Institute for Strategic Dialogue (ISD) | B’nai B’rith International | UNESCO This guide looks to build literacy among Jewish professionals, lay leaders and community members at large – as well as wider allies from across civil society – to tackle antisemitism online. Recognising the enormous capacity for positive action that the digital space offers, it aims to consolidate knowledge and provide a wide range of policy and community avenues for action.The guide provides an assessment of the online antisemitism threat landscape, an overview of existing policy responses on an international and national level across a range of European countries, and, importantly, a broad set of recommendations for engagement with governments, platforms and within communities to address these issues. 
Right to Higher Education: Unpacking the International Normative Framework in Light of Current Trends and Challenges Année de publication: 2022 Auteur institutionnel: UNESCO | Right to Education Initiative (UK) The right to higher education is well-established in international human rights law. It requires states to progressively introduce free higher education and ensure that all have access on the basis of capacity. Yet, access to education is unequal from the very early years, which together with deep-rooted discrimination in education as well as differences in upbringing, often result in unfair admission procedures when reaching higher education. Drastic changes worldwide, due to rising inequalities, human movement, growing digitalization and the effects of the COVID-19 pandemic, are further challenging how this right can be concretely implemented. This publication seeks to bring clarity not only to existing obligations and rights, but also to unravel what aspects of the right to higher education might require further explanation in light of new contexts and challenges. It provides policy recommendations to guide states in their endeavour to ensure effective equal opportunities to higher education for all. 
Prevention of Violence in Educational Institutions of the Kyrgyz Republic Année de publication: 2015 Auteur: D. Abdyldaeva | V. Gorkina Auteur institutionnel: UNESCO The methodological manual provides information on the nature and causes of violence in educational institutions, its forms and consequences; parties involved; ways to prevent and resolve conflict situations. Particular attention is paid to gender-based violence. The manual provides practical advice on organizational and educational measures, and algorithms for the actions of the management and staff of an educational organization to respond to facts of violence and provide assistance to victims. Предотвращение насилия в образовательных организациях Кыргызской Республики: Методическое пособие для педагогических работников Année de publication: 2015 Auteur: D. Abdyldaeva | V. Gorkina Auteur institutionnel: UNESCO В методическом пособии представлена информация о природе и причинах насилия в образовательных организациях, его формы и последствия; вовлеченные стороны; способы предотвращения и разрешения конфликтных ситуаций. Особое внимание уделяется гендерному насилию. В пособии представлены практические советы по организационным и воспитательным мерам, алгоритмы действий руководства и персонала образовательной организации по реагированию на факты насилия и оказанию помощи пострадавшим. 
[Summary] Media and Information Literacy: The Time to Act is Now! Année de publication: 2021 Auteur institutionnel: UNESCO UNESCO has developed a comprehensive Curriculum which provides a framework for training teachers. But it is also a foundation that will also be of help to others: to learners, to content providers like internet companies and news media outlets, and to citizens of all ages as they consume, create and use content, including information.The second edition of the learning resource has been significantly expanded since the first publication in 2011. The MIL Curriculum reflects the changing nature of the information landscape. It now includes insight from a broader range of content providers than before, including libraries, archives, museums, media, and digital communications companies.The Curriculum is designed to empower educators and learners in general – from schoolteachers to those involved in training, the media and libraries, governments, and NGOs – to train people to spot misrepresentations and disinformation, and most importantly develop critical thinking competencies. 
Education for Global Citizenship as a Transformative Methodological Proposal: Reflections and Practical Proposals Année de publication: 2019 Auteur: Isarel García | Joan Gratacós | Desiderio De Paz | Mercè Gil | Assumta Zapata Auteur institutionnel: Oxfam International This publication, the result of the collaborative work of the Network of educators for global citizenship, is a proposal for reflection and practical examples regarding the transformative nature of Education for global citizenship, being essential that for this educational approach that its actions educational activities are aimed at promoting critical thinking, dialogue, collaboration, solidarity and commitment to transform inequalities and promote social justice, equity and sustainable development. The methodological approach, therefore, must also be transformative and the strategies that accompany processes, promote this social transformation. Transformative methodologies are inherent to Education for global citizenship and the methodological processes that contribute to the construction of schools for global citizenship, in our opinion, should be based on three different pillars: promote the transformative dimension of education to build another world possible and necessary, promote a socio-affective approach focused on solidarity and cosmopolitan empathy and promote the construction of a more participatory and integrated curriculum that generates meaning in teachers and students. La educación para la ciudadanía global como propuesta metodológica transformadora: Reflexiones y propuestas prácticas Année de publication: 2019 Auteur: Isarel García | Joan Gratacós | Desiderio De Paz | Mercè Gil | Assumta Zapata Auteur institutionnel: Oxfam Intermón Esta publicación, fruto del trabajo colaborativo de la Red de educadores y educadoras para una ciudadanía global, es una propuesta de reflexión y ejemplos prácticos en torno al carácter transformador de la Educación para la ciudadanía global, siendo esencial que para este enfoque educativo que sus acciones educativas vayan encaminadas a fomentar el pensamiento crítico, el diálogo, la colaboración, la solidaridad y el compromiso para la transformación de las desigualdades y la promoción de la justicia social, la equidad y el desarrollo sostenible. El enfoque metodológico, por lo tanto, debe ser también transformador y las estrategias que acompañen procesos, fomentar esta trasformación social. Las metodologías transformadoras son consustanciales a la Educación para la ciudadanía global y los procesos metodológicos que contribuyen a la construcción de escuelas para la ciudadanía global, a nuestro entender, deberían basarse en tres pilares distintos: promover la dimensión transformadora de la educación para construir otro mundo posible y necesario, promover un enfoque socio afectivo centrado en la solidaridad y la empatía cosmopolita y promover la construcción de un currículo más participativo e integrado que genero sentido en docentes y alumnado. 
Participatory Diagnosis of Youth Perceptions and Attitudes Towards Hate Speech and Denialism of Gender Violence and Rights of Migrants From the Approaches of Global Citizenship Education Année de publication: 2024 Auteur: Bárbara Biglia | Aloe Cubero Auteur institutionnel: InteRed | Agencia Española de Cooperación Internacional para el Desarrollo (AECID) This diagnosis seeks to respond to the need to explore the perceptions and attitudes of youth regarding hate speech, specifically those that deny gender violence and the rights of migrants. We wanted to carry out this process recognizing the agency of young people and therefore we seek to generate collective and mobilizing reflections that increase their commitment as agents of change in our society. To this end, we place ourselves within the framework of Feminist Activist Research (IAF) using photovoice as a research strategy. Diagnóstico participativo a través de photovoice sobre percepciones y actitudes de la juventud en torno a los discursos de odio y negacionistas de la violencia de género y de los derechos de las personas migrantes desde los enfoques de la educación para Année de publication: 2024 Auteur: Bárbara Biglia | Aloe Cubero Auteur institutionnel: InteRed | Agencia Española de Cooperación Internacional para el Desarrollo (AECID) Este diagnóstico busca responder a la necesidad de explorar las percepciones y actitudes de la juventud en torno a los discursos de odio, específicamente sobre aquellos negacionistas de las violencias de género y en contra de los derechos de las personas migrantes. Hemos querido hacer este proceso reconociendo la agencia de las personas jóvenes y por ello buscamos generar reflexiones colectivas y movilizadoras que aumenten su compromiso como agentes de cambio en nuestra sociedad. Para tal fin, nos ubicamos en el marco de la Investigación Activista Feminista (IAF) haciendo uso del photovoice como estrategia de investigación.