Ressources
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305 résultats trouvés
Education in a Post-COVID World: Towards a Rapid Transformation; East Asia and Pacific Regional Brief Année de publication: 2023 Auteur institutionnel: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Latin America and the Caribbean Regional Brief Année de publication: 2023 Auteur institutionnel: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Mission Recovering Education in Humanitarian Settings Brief Année de publication: 2023 Auteur institutionnel: United Nations Children's Fund (UNICEF) Towards the goal of COVID-19 recovery for crisis-affected children, UNICEF has been implementing the Mission: Recovering Education in Humanitarian Settings programme in 27 countries and across all seven regional offices, with support from the United States government. This programme emerged from Mission: Recovering Education, globally launched in 2021 by UNICEF, UNESCO and the World Bank. To examine how these programme countries have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework, this brief presents findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Declaration on a Culture of Peace Année de publication: 1999 Auteur institutionnel: United Nations (UN) Solemnly proclaims the present Declaration on a Culture of Peace to the end that Governments, international organizations and civil society may be guided in their activity by its provisions to promote and strengthen a culture of peace in the new millennium. 
Human Rights at International Borders : A Trainer's Guide Année de publication: 2021 Auteur institutionnel: United Nations (UN) | UN. Office of Counter-Terrorism (UNOCT) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) International borders can be dangerous places for migrants, particularly for migrants in vulnerable situations. This capacity-building tool seeks to support States and particularly border officials in adopting a human rights-based and gender-responsive approach to border governance. Accompanying presentation slides and course materials have been developed for use in training courses or as a general information resource on the subject. 
Women’s Rights in Review 30 Years after Beijing Année de publication: 2025 Auteur institutionnel: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) In 2025, the world celebrates 30 years of achievement on the Beijing Declaration and Platform for Action, a visionary 1995 plan agreed by 189 governments to achieve the equal rights of all women and girls. The UN Secretary-General’s report on the 30-year review and appraisal of the Beijing Declaration and Platform for Action reflects global, regional, and national reviews of 159 countries, summarizing progress and priorities for further action. It finds that many countries have made strides on gender equality and women’s empowerment, from banning discrimination in employment to adopting gender-responsive climate action plans. Innovation is accelerating progress, and opportunities are opening to scale up proven strategies. Yet gender discrimination remains deeply embedded in all economies and societies, imposing chronic constraints on the rights and hopes of women and girls. 
Schools for Conflict or for Peace in Afghanistan Année de publication: 2015 Auteur: Dana Burde The publication provides a systematic analysis of the relationship between education and conflict, tracing how different approaches have been applied in Afghanistan as the rationale for aid has shifted from a policy of benign neglect, to an effort to support war, to an effort to mitigate conflict. Using this history as a case study, the book explores how foreign intervention in education can contribute either to conflict or to peace.. Schools for Conflict or for Peace in Afghanistan Année de publication: 2015 Auteur: Dana Burde Cette publication est une analyse de la relation entre l'éducation et les conflits, retraçant l’évolution des motifs mobilisés pour justifier le recours à une aide extérieure en Afghanistan, et le passage d’une politique du laissez faire à celle de soutien à l’effort de guerre, puis aux tentatives d’apaisement du conflit. En s’appuyant sur cet exemple, cet ouvrage analyse comment l'intervention étrangère en matière d'éducation peut aussi bien contribuer à la guerre qu’à la paix. 
The Role of Education in Countering Violent Extremism Année de publication: 2013 Auteur institutionnel: Center on Global Counterterrorism Cooperation and Hedayah On 18 and 19 September 2013, the Center on Global Counterterrorism Cooperation (CGCC) and Hedayah co-hosted in New York City an expert roundtable on “The Role of Education in Countering Violent Extremism.” The meeting brought together a group of policy-makers, researchers and practitioners to discuss challenges and best practices related to efforts to counter violent extremism through education. The Role of Education in Countering Violent Extremism Année de publication: 2013 Auteur institutionnel: Center on Global Counterterrorism Cooperation and Hedayah Les 19 et 20 septembre 2013, le Centre de coopération internationale pour la lutte contre le terrorisme (Center on Global Counterterrorism Cooperation, CGCC) et Hedayah ont accueilli une table ronde d'experts, à New York, sur « le rôle de l'éducation pour lutter contre l'extrémisme violent » (The Role of Edcuation in Countering Violent Extremism). Cet événement a réuni des décideurs politiques, des chercheurs et des praticiens afin de discuter des défis et des meilleures pratiques dans les efforts réalisés pour lutter contre l'extrémisme violent par l'éducation.