Ressources
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1,180 résultats trouvés
Discrimination, Mobbing and Equality Auteur institutionnel: Amnesty International. Swiss Section These 7 education sheets(Stereotypes and Discrimination, Occupational Inequalities, Discrimination in Job Searching, Let’s Talk about Mobbing!, Conflict or Mobbing?, Declaration against Mobbing at School, Freedom from Discrimination) cover the themes of discrimination, equality and mobbing(conflictual relations in the workplace, both between colleagues and between superiors and subordinates), in relation to article 2 of the Universal Declaration of Human Rights. Discrimination, mobbing et égalité Auteur institutionnel: Amnesty International. Swiss Section Ces 7 fiches pédagogiques(Stéréotypes et discrimination, Inégalités professionnelles, Discrimination dans la recherche d'emploi, Parlons mobbing!, Conflit ou mobbing? Déclaration contre le mobbing à l'école, Freedom from discrimination) portent sur les thématiques de la discrimination, de l'égalité et du mobbing (relation conflictuelle sur le lieu de travail, aussi bien entre collègues qu'entre supérieurs et subordonnés), en lien avec l'article 2 de la Déclaration universelle des droits de l’homme. 
SDG4 High-Level Steering Committee Input Paper for the 2024 High-Level Political Forum on Sustainable Development Année de publication: 2024 Auteur institutionnel: SDG4 High-Level Steering Committee In alignment with theHigh-level Political Forum on Sustainable Development (HLPF)’s focus for 2024, this SDG4 High-Level Steering Committee paper provides specific inputs as they relate to the following Sustainable Development Goals: Goal 1. End poverty in all its forms everywhere; Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture; Goal 13. Take urgent action to combat climate change and its impacts; Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels; and Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development. 
SDG 4 Midterm Review: Monitoring Implementation of SDG 4 Target 4.1. ~ 4.c. in Rep. of Korea Année de publication: 2023 Auteur: Hunwoo Joo | Mikyung Kim | Mugyeong Moon | Jeongwon Hwang | Kirak Ryu | Hyeseung Cho | Yunjeong Choi | Hyosook Shin | Kyungsook Kang | Minseon Park | Eunju Lee | Nayoung Kim | Hwanbo Park | Hannah Kim | Jonghun Kim Auteur institutionnel: National Consultative Group on Education 2030 | Korean National Commission for UNESCO This report presents the compiled work from the National Consultative Group and Working Groups on Education 2030 of the Republic of Korea regarding the midterm review on the implementation of SDG 4. 
SDG4 High-Level Steering Committee’s Key Messages for the Pact for the Future Année de publication: 2024 Auteur institutionnel: SDG4 High-Level Steering Committee Education is a fundamental human right and a public good. Quality education and lifelong learning provides individuals with knowledge, skills, and values to lead a meaningful and productive life, and thus it is essential for personal development, empowerment and wellbeing. Education has a transformative power and drives progress across all Sustainable Development Goals. Investing more, more equitably and more efficiently in education transforms the future of humanity and the planet. The Pact for the Future must put education at its center. 
How Can We Accelerate Transformations to Achieve the Sustainable Development Goals (SDGs)? Insights from the 2023 Global Sustainable Development Report (Policy Brief, No. 158) Année de publication: 2024 Auteur: Stephanie Rambler | Shivani Nayyar | Astra Bonini Auteur institutionnel: UN. Department of Economic and Social Affairs (UN. DESA) Key Messages » Progress on the SDGs requires integrated approaches operating at a systemic level that address multiple goals simultaneously. Interventions toward progress on a given target must also generate positive synergies with other targets, while resolving tradeoffs. » Transformative change does not follow a linear path, and policy needs will vary across contexts and phases of transformation. Policies should respond to impediments unique to each phase– emergence, acceleration, or stabilization. » New capacities are needed in all countries for cohesive, forwardlooking, and science-based SDG action. This includes capacity in foresight analysis, innovation and strategy development, risk management, negotiation, mediation, and building resilience. » Investments need to be scaled up in science that can drive necessary transformations, especially in the Global South, including “socially robust” science that speaks to contemporary social challenges and that engages diverse stakeholders. 
When Someone Hurts You: Information Booklet on Child Abuse and the Impact of Trauma Année de publication: 2022 Auteur: Muriel Salmona | Sokhna Fall Auteur institutionnel: UNICEF France | French Association for Traumatic Memory and Victimology This educational booklet is designed to help young children from kindergarten to Third grade to identify their feelings of unease following a situation of violence or threat of violence (physical, moral or sexual), understand the causes and consequences, and give advice on how to protect themselves and seek help. Quand on te fait du mal: Information sur les violences et leurs conséquences Année de publication: 2022 Auteur: Muriel Salmona | Sokhna Fall Auteur institutionnel: UNICEF France | French Association for Traumatic Memory and Victimology Ce livret pédagogique permet d’aider les plus petits de la maternelle au CE2, à identifier leur mal-être suite à une situation de violence ou menaces de violences (physiques, morales, sexuelles…), en comprendre les causes et les conséquences et donne des conseils pour apprendre à se protéger et demander de l’aide. 
School Friend of UNICEF Année de publication: 2006 Auteur institutionnel: UNICEF Spain This infographic presents the program in which each school establishes a personalized commitment to UNICEF in the form of a collaboration agreement by which they undertake, depending on their circumstances, interests and capacity, to carry out different awareness-raising and fundraising activities throughout the school year. The activities can be framed within the GOTAS UNICEF school campaign or directed to an emergency humanitarian action campaign proposed by UNICEF. Escuela amiga de UNICEF Année de publication: 2006 Auteur institutionnel: UNICEF Spain Esta infografía presenta el programa en el que cada escuela amiga establece un compromiso personalizado con UNICEF en forma de convenio de colaboración por el que se compromete, en función de sus circunstancias, intereses y capacidad a la realización de diferentes actividades de sensibilización y captación de fondos a lo largo del curso escolar. Las actividades pueden enmarcarse dentro de la campaña escolar GOTAS UNICEF o dirigirse a una campaña de acción humanitaria de emergencias propuesta por UNICEF.