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Autonomiser les femmes par la promotion de la santé et de l'alphabétisme Année de publication: 2016 Auteur: Anna Robinson-Pant This publication is the third in a series of research studies focused on literacy and women’s empowerment. Its aim is to contribute to the development of crosssectoral approaches to the provision of adult literacy, education and training, traversing policy on education, family, integration, citizenship, health, social welfare and public finance. This paper uses a number of specific examples to show how literacy programmes for young people and adults, with a particular focus on young and adult women, can contribute to the achievement of the Sustainable Development Goals. 
Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum Année de publication: 2019 Auteur: Nicole Blum | Anita Berlin | Anna Isaacs | William J. Burch | Chris Willott The paper, entitled "Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum", is based on a small-scale qualitative study with UCL(University College London) medical students. It aimed to explore Year 5 medical students’ knowledge and learning about global health issues, as well as their wider perspectives on its relevance to their professional development. The work builds on DERC(Development Education Research Centre)’s long-term interest in global issues within the initial training and professional development of a number of key global professions, such as teaching, medicine and engineering. 
Plan de mise en oeuvre international de la décennie des Nations Unies pour l'éducation au service du développement durable, 2005-2014 Année de publication: 2005 Auteur institutionnel: UNESCO In December 2002, the UN General Assembly adopted a resolution to put in place a UN Decade of Education for Sustainable Development, lasting from 2005 to 2014. UNESCO was tasked with leading the Decade and developing an International Implementation Scheme (IIS). 
Measuring Distance to the SDG Targets 2019 - An Assessment of Where OECD Countries Stand Année de publication: 2019 Auteur institutionnel: Organisation for Economic Co-operation and Development (OECD) The Sustainable Development Goals (SDGs) set a broad and ambitious programme for the world to achieve by 2030. With 17 Goals, underpinned by 169 Targets, the complex and integrated nature of the 2030 Agenda presents national governments with huge challenges for implementation. To assist countries, the OECD has developed a unique methodology allowing comparison of progress across SDG goals and targets. Based on the UN Global List of 244 indicators, this study evaluates the distance that OECD countries need to travel to meet SDG targets for which data is currently available. This 2019 edition of the study presents the latest results for OECD countries, both on average and individually, as well as new exploratory approaches to assessing progress over time and transboundary aspects of the SDGs. By providing a high-level overview of countries’ strengths and weaknesses in performance across the SDGs, this study aims to support member countries in navigating the SDGs and in setting their own priorities for action within the broad 2030 Agenda. 
Youth Driving Community Education: Testimonies of Empowerment from Asia and the Pacific Année de publication: 2014 Auteur institutionnel: UNESCO Institute for Lifelong Learning (UIL) | Asia South Pacific Association for Basic and Adult Education (ASPBAE) This publication presents a collection of testimonies from young women and men from vulnerable backgrounds who have transformed their lives through community education and development activities. Their testimonies describe the challenges they faced in pursuing an education, how they benefited from community education programmes, and the active roles they now play in community education and development.The publication will meet its objectives if it inspires young people and their partners to take action to:> Improve educational and learning environments for young men and women;> Improve the participation of young women in community building and democratic processes; and> Engage young men and women as active citizens working towards peace, democracy and sustainable development. 
HARNESSING THE POWER OF DATA FOR GENDER EQUALITY: Introducing the 2019 EM2030 SDG Gender Index Année de publication: 2019 Auteur institutionnel: Equal Measures 2030 In the 2019 Global Report “Harnessing the power of data for gender equality: Introducing the 2019 EM2030 SDG Gender Index”, the Equal Measures 2030 (EM2030) introduces the 2019 SDG Gender Index. The index is a comprehensive tool available to explore the state of gender equality across 129 countries (covering 95% of the world’s girls and women), 14 of the 17 Sustainable Development Goals (SDGs), and 51 targets linked to issues inherent in the SDGs. The 2019 SDG Gender Index finds that, with just 11 years to go until 2030, nearly 40% of the world’s girls and women – 1.4 billion – live in countries failing on gender equality. Another 1.4 billion live in countries that “barely pass”. Even the highest-scoring countries have more to do, particularly on complex issues such as climate change, gender budgeting and public services, equal representation in powerful positions, gender pay gaps, and gender-based violence. No country in the world has reached the “last mile” on gender equality. 2019 Global Report overview: Section 1: A foreword from Equal Measures 2030’s partners: The African Women’s Development and Communication Network (FEMNET), The Asian-Pacific Resource & Research Centre for Women (ARROW), Bill & Melinda Gates Foundation, the Committee for Latin America and the Caribbean for the Defense of Women’s Rights (CLADEM), Data2X, International Women’s Health Coalition (IWHC), KPMG, ONE Campaign, Plan International, Women Deliver. Section 2: Key findings from the 2019 SDG Gender Index. Section 3: Introducing the 2019 SDG Gender Index, the approach, what makes this index unique and how the findings should be interpreted. Section 4: Key global findings, patterns and comparisons of index scores between and within the different regions: Asia and the Pacific, Europe and North America, Latin America and the Caribbean, the Middle East and North Africa, Sub-Saharan Africa. Section 5: Regional overviews of index scores and gender equality context, and thematic deep drives on 1) inequalities in girls’ education, 2) women in science and technology research positions, 3) girls’ and women’s physical safety, 4) legal barriers for women, 5) women in government. Section 6: Leaving no one behind: multiple and intersecting forms of discrimination of girls and women. Section 7: Recommendations for action. 
Trends Shaping Education 2019 Année de publication: 2019 Auteur institutionnel: Organisation for Economic Co-operation and Development (OECD) This book, published every two to three years, is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source to inform strategic thinking and stimulate reflection on the challenges facing education, whether in schools, universities or programmes for older adults. Trends Shaping Education 2019 is designed to support long-term strategic thinking in education. It provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their impact on education. This book fills an important need: decision makers and practitioners in education often have only anecdotal or local information on the megatrends that play out in their context; too often they do not have solid facts in front of them, especially about trends.` Les grandes mutations qui transforment l'éducation 2019 Année de publication: 2019 Auteur institutionnel: Organisation for Economic Co-operation and Development (OECD) Vous êtes-vous déjà demandé si l’éducation avait un rôle à jouer dans la préparation de nos sociétés à l’ère de l’intelligence artificielle ? Ou quel peut être l’impact du réchauffement climatique sur nos établissements scolaires, nos familles et collectivités ? La publication Les grandes mutations qui transforment l’éducation 2019 donne un aperçu des principales tendances économiques, politiques, sociales et technologiques qui affectent l’éducation. Si les mesures sont robustes, les questions soulevées dans ce recueil sont suggestives et ont pour objet d’informer la pensée stratégique et de stimuler une réflexion sur les défis de l’éducation – et montrer si et comment l’éducation peut influencer ces tendances. L’ouvrage couvre une riche variété de sujets liés à la mondialisation, la démocratie, la sécurité, le vieillissement et les cultures modernes. Le contenu pour l’édition 2019 a été révisé et étendu avec une large sélection d’indicateurs. En plus des différentes tendances et de leur interaction avec l’éducation, la publication inclut également une nouvelle section dédiée à la réflexion sur le futur, inspirée par des méthodologies de la prospective stratégique. Cet ouvrage a pour objet de fournir aux décideurs politiques, aux chercheurs, aux chefs d’établissements, aux administrateurs scolaires et aux enseignants, une source non spécialisée de tendances qui affectent l’éducation comparables à l’échelle internationale, dans les écoles, les universités ou encore dans les programmes de formation pour adultes. Cet ouvrage s’adresse également aux élèves/ étudiants et à la société dans son ensemble, notamment aux parents. 
Monitoring the implementation of the Lisbon Recognition Convention - Council of Europe Higher Education Series No. 23 Année de publication: 2019 Auteur institutionnel: UNESCO | Council of Europe In accordance with the Lisbon Recognition Convention, the Committee of the Convention shall oversee its implementation and guide the competent authorities in implementing the convention and in their consideration of applications for the recognition of foreign qualifications. The Rules of procedure (adopted by the Committee in Vilnius in 1999) reiterate this role – the function of the Committee is to promote the application of the convention and oversee its implementation. Article II. of the convention states that where the central authorities of a party are competent to make decisions in recognition cases, that party shall be immediately bound by the provisions of the convention and shall take the necessary measures to ensure the implementation of its provisions on its territory. Where the competence to make decisions in recognition matters lies with individual higher education institutions or other entities, each party, according to its constitutional situation or structure, shall transmit the text of this convention to those institutions or entities and shall take all possible steps to encourage the favourable consideration and application of its provisions. The provisions of Article II. are central to determining the obligations of the parties to the convention. This article places upon these parties an obligation to make sure that information on the provisions is disseminated to all competent recognition authorities, and that these institutions are encouraged to abide by the convention (Explanatory report to the convention). The objective of this monitoring exercise has been to oversee the implementation of the main provisions of the convention and to report to parties on the outcome of this monitoring, presenting the main findings and recommendations. This monitoring report is also a contribution to the commitment set out in the Yerevan Communiqué (2015) to review national legislation to ensure full compliance with the convention, and to ask the Convention Committee, in co-operation with the ENIC (Council of Europe and UNESCO European Network of National Information Centres on academic recognition and mobility) and NARIC (EU Network of National Academic Recognition Information Centres) networks, to prepare an analysis of the national legislation reports by the end of 2017, taking due account of this monitoring report. This is the first monitoring of implementation of the Lisbon Recognition Convention (LRC) since its signature in 1997. The questionnaire used for the monitoring exercise was drawn up by the Bureau of the Convention Committee, namely Gunnar Vaht, President of the Committee, Gayane Harutyunyan, Vice-President, Allan Bruun Pedersen, Vice-President, and Baiba Ramina, Rapporteur, together with the joint Council of Europe/UNESCO Secretariat. The monitoring covers the 10 main provisions of the convention and comprises 22 questions relating to implementation of the main principles. The questions focus primarily on how the convention requirements are regulated at national level and to what extent the rules are reflected in national legislation. In cases where some or all of the provisions are not regulated at national level and where the higher education institutions have total autonomy in establishing the principles of the convention, the aim has been to discover how national authorities oversee implementation of the principles of the convention at institutional level. As stated above, the objective of this monitoring report is to monitor implementation of the convention by the parties to the convention. The executive summary focuses on the key findings and the conclusions focus on the recommendations made by the Convention Committee Bureau, which will require political decisions from the Convention Committee and from national authorities for follow-up action. The various chapters of the report elaborate further on both the key findings and the recommendations. The questionnaire was sent to 53 states parties to the LRC, and replies were received from 50 countries. The initial deadline given was 15 February 2015, but this was extended to June 2015. The analysis by the members of the Convention Committee Bureau took place from June to November 2015 and was assisted and reviewed by the Council of Europe and UNESCO, the joint Secretariat of the LRCC Bureau. 
서울교육 2018년 겨울호 (제60권 통권 233호) Année de publication: 2018 Auteur institutionnel: 서울특별시교육청 교육연구정보원 권두칼럼:통일교육 패러다임 전환 키워드: #평화특별기획:평화시대를 여는 새로운 통일교육 – 평화와 민주시민교육을 담는 통일교육으로 –화해로 나아가는 평화와 공존의 통일교육한반도 대변혁기의 학교 평화·통일교육 방향 – 통일교육연구학교 운영사례를 중심으로 –해외교육:독일 통일교육이 한국 통일교육에 주는 시사점통일독일의 동독청소년 사회통합을 통해 보는 21세기 통일한국의 청소년 사회통합 정책연구:평화에 대한 비판적 공부: 평화학 출처 URL:http://www.serii.re.kr/photo/viw.do?method=getView&mcode=S029a&seq=1081