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.
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EIU Best Practices Series No. 47: Building Zones of Peace: Peace Education Programme; A Case from Costa Rica Année de publication: 2018 Auteur institutionnel: APCEIU Building Zones of Peace (BZP) is a non-formal peace and global citizen education programme created to promote peace and prevent violence in vulnerable urban communities in Costa Rica. The programme aims to encourage participants to develop a critical view of their contexts and explore different ways of taking action to transform the world we live in, and by recognizing how individual and collective efforts have a positive and direct impact in our personal, family and community spheres as well as nationally and globally.In 2017, BZP was conducted to a group of secondary education students ages 13 to 17. This year (2018), participants are young women, ages 18 to 22, all of the mothers who live in extreme poverty. These women have been selected by a governmental office whose aim is to reduce poverty by empowering them. Several resources and networks of support have been created in different areas such as health, employment, childcare and education to achieve this goal. In this sense, our programme was chosen to contribute significantly in this process. 
EIU Best Practices Series No. 48: Youth-Led Action Research of Transformation; A Case from India Année de publication: 2018 Auteur institutionnel: APCEIU This action research project is about the education for livelihood and life skills of marginalized young girls. This project was based from my experience in the Youth-Led Action Research Project organized by ASPBAE and UNESCO Institute of Lifelong Learning (UIL), which gradually led to the conception of the present action research project for the empowerment of the marginalized rural girls suppressed by patriarchal social systems. The Shodhinis are the subjects and objects of this action research. A hundred girls from ten villages conducted action research on the topics of gender, education, livelihood and life skills to young marginalized young girls aged between 14 to 25 years old in their respective communities. The Shodhinis discovered the joys of learning as they took positive steps in discovering and empowering themselves. The research enabled them to conduct various research methods like census and in-depth surveys of their fellow girls in their villages. As part of the research process, the girls also drew up a community map to understand their village. The relevance of this project to GCED values cannot be overemphasized especially in developing the cognitive, emotional and the behavioral dimensions of the girls themselves.This project not only focuses on analyzing the findings derived from the gathered data but also on generating action based on the data. It helped improve the way Shodhinis looked at themselves, their families, and their communities, inspiring them to become agents of change in their own lives as well as those of other girls in their villages. By amplifying their voices and opinions in the decision making processes at the family and community levels – for instance, by lobbying for the construction of libraries – the Shodhinis were able to demonstrate their leadership skills in shaping the development of their villages, thereby enhancing their dignity and self-worth. 
Human rights education in Russia: analytical report Année de publication: 2008 Auteur: Anatoly Azarov Auteur institutionnel: Moscow School of Human Rights The book examines the status, trends, and issues of human rights education, including HIV/AIDS prevention education in the Russian Federation. It spans the period from the early 1990s to December 2008, analyzing both positive preconditions for the spread of human rights and freedoms knowledge in Russia and obstacles encountered in the process. A special focus is on laws, regulations and standards applicable to higher education. The book describes the activities of the primary social institutions engaged in HRE: comprehensive schools and universities, human rights commissioners, NGOs. It shows examples of international humanitarian law teaching; offers an evaluation of HRE literature for Russian universities; offers a concept of Science and Discipline of Human Rights. The book also examines the condition of HIV/AIDS prevention education within the context of human rights observance. The authors’ conclusions and judgments are supported with a special opinion poll. Éducation aux Droits de l'Homme en Russie: rapport analytique Année de publication: 2008 Auteur: Anatoly Azarov Auteur institutionnel: Moscow School of Human Rights Le livre examine l'état, les tendances et les questions de l'éducation des droits de l'homme, y compris le VIH / SIDA éducation à la prévention dans la Fédération de Russie. Il couvre la période allant du début des années 1990 à Décembre 2008, l'analyse des deux conditions préalables positives pour la diffusion des droits de l'homme et des libertés connaissances en Russie et les obstacles rencontrés dans le processus. Une attention particulière est sur les lois, les règlements et les normes applicables à l'enseignement supérieur. Le livre décrit les activités des institutions primaires sociaux engagés dans EDH: écoles polyvalentes et les universités, les commissaires des droits de l'homme, des ONG. Il montre des exemples de l'enseignement du droit international humanitaire; offre une évaluation de la littérature EDH pour les universités russes; offre un concept de la science et de la discipline des droits de l'homme. Le livre examine aussi l'état de l'éducation de la prévention du VIH / SIDA dans le cadre du respect des droits de l'homme. Les conclusions et les jugements des auteurs sont soutenus par un sondage spécial. 
Central Asian integration in the context of a single cultural and civilizational space Année de publication: 2013 Auteur: Erkin Baydarov The article discusses the prospects for regional integration in Central Asia, the need to understand the unity of the historical, cultural and civilizational heritage of the region. Центральноазиатская интеграция в контексте единого культурно-цивилизационного пространства Année de publication: 2013 Auteur: Erkin Baydarov В статье рассматривается перспективы региональной интеграции в Центральной Азии, необходимость понимания единства исторического, культурного и цивилизационного наследия региона. 
The role of the education system in preventing manifestations of religious extremism in Central Asia Année de publication: 2013 Auteur: A. Abdirayymova | R. Zharkynbaeva The article discusses the role of the education system in preventing the manifestation of religious extremism through the prism of social, economic and cultural development. Роль системы образования в предотвращении проявлений религиозного экстремизма в Центральной Азии Année de publication: 2013 Auteur: A. Abdirayymova | R. Zharkynbaeva В статье рассматривается роль системы образования предоствращения проявления религиозного экстремизма через призму социального, экономического и культурного развития. 
Reaching the Unreached: Indigenous Intercultural Bilingual Education in Latin America Année de publication: 2009 Auteur: Luis Enrique López Auteur institutionnel: UNESCO The paper focuses on the educational situation of the most marginalized children and adolescents in Latin America: those belonging to indigenous homes and communities. To illustrate indigenous marginalization and exclusion as well as the development of intercultural bilingual education (IBE) six countries have been chosen: Bolivia, Ecuador, Guatemala, Mexico, Paraguay and Peru. 
D’une pensée coloniale à une pensée du colonial ?: La question de la restitution des œuvres africaines issues de la colonisation Année de publication: 2019 Auteur: Aurélie Duvivier En 2013, le Musée de Tervuren fermait ses portes pour la première grande rénovation de son histoire. Ce samedi 8 décembre 2018, flambant neuf, il a pu à nouveau accueillir des visiteurs. Comme nous le fait remarquer le magazine Culture Remains, au fil des temps, le musée a changé de dénominations : appelé successivement Musée du Congo, Musée du Congo belge puis Musée Royal de l’Afrique centrale, son nom a été dorénavant anglicisé en Africa Museum, l’ancrant ainsi symboliquement dans son époque. Mais ce n’est pas tout : considéré comme « trop colonialiste » par certains, la rénovation a permis une profonde modification de la scénographie plus en adéquation avec la pensée de son siècle.