Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 795
[Video] How Many Languages Can You Recognize? Год публикации: 2018 Организация-автор: UNESCO How many languages can you recognize in the video? People have the right to receive education in their mother language!More languages will be added to the SDG4 video!So don't forget to have a look at our playlist (link below) and let us know your mother tongue on our social media channels!SDG4 PLAYLIST: http://bit.ly/UNESCO-SDG4International Mother Language Day webpage: https://en.unesco.org/international-days/international-mother-language-day 
2019: The International Year of Indigenous Languages (The UNESCO Courier. January-March 2019) Год публикации: 2019 Организация-автор: UNESCO With the designation of 2019 as the International Year of Indigenous Languages (IYIL2019), officially launched at UNESCO on 28 January, the international community reaffirms its commitment to supporting indigenous peoples in their efforts to preserve their knowledge and enjoy their rights. Since the adoption of the Declaration on the Rights of Indigenous Peoples (link is external) by the United Nations General Assembly on 13 September 2007, considerable progress has been made in this regard. Nevertheless, indigenous peoples still have a long way to go before they emerge from marginalization and overcome the many obstacles they face. One-third of the world’s people living in extreme poverty belong to indigenous communities, just as in a number of countries, legislation that promotes the rights of indigenous peoples remains incompatible with other laws that deal with issues such as agriculture, land, conservation, forestry, mining and other industries, according to Victoria Tauli-Corpuz (link is external), United Nations Special Rapporteur on the Rights of Indigenous Peoples. The Wide Angle section in this issue of the Courier is dedicated to these indigenous peoples. It takes its title from the Chinese proverb: “When you drink water, think of the source”, to remind us that indigenous knowledge, the source of all knowledge, deserve a prominent place in modernity. The issue also marks the celebration of International Mother Language Day (link is external), 21 February. 
Empowering Students for Just Societies: A Handbook for Secondary School Teachers Год публикации: 2019 Организация-автор: UNESCO | UN. Office on Drugs and Crime (UNODC) The purpose of the handbook is to: Provide teachers with a selection of relevant and accessible in-classroom and out-of-classroom educational resources (summaries of short activities, lessons, units) that aim to instil the principles of the RoL among secondary school students. Assist teachers in applying the teaching resources to their local educational settings by providing ideas for adaptation for a variety of learning environments. This handbook provides: Summaries of existing teaching resources selected from UN agencies, INGOs, NGOs, and ministries that work to meet the learning outcomes on GCED for the RoL. Links to the original resource that offers additional learning opportunities. Tips and suggestions for adaptation, extension and cross-references of teaching resources; and Suggestions for learning assessment. This handbook can be useful for: Teachers and teacher trainers in formal school settings at the secondary school level. It encourages teachers to strengthen the RoL through education by integrating it into their lessons and planning. Professionals working in non-formal education or engaging with young people, for example, in sports associations, community organizations, social work and the justice sector. Parents seeking to raise empowered young citizens who actively contribute to peace and justice. 
Empowering Students for Just Societies: A Handbook for Primary School Teachers Год публикации: 2019 Организация-автор: UNESCO | UN. Office on Drugs and Crime (UNODC) The purpose of the handbook is to: Provide teachers with a selection of relevant and accessible in-classroom and out-of-classroom educational resources (summaries of short activities, lessons, units) that aim to instil the principles of the RoL among primary school students. Assist teachers in applying the teaching resources to their local educational settings by providing ideas for adaptation for a variety of learning environments. This handbook provides: Summaries of existing teaching resources selected from UN agencies, INGOs, NGOs, and ministries that work to meet the learning outcomes on GCED for the RoL. Links to the original resource that offers additional learning opportunities. Tips and suggestions for adaptation, extension and cross-references of teaching resources; and Suggestions for learning assessment. This handbook can be useful for: Teachers and teacher trainers in formal school settings at the primary school level. It encourages teachers to strengthen the RoL through education by integrating it into their lessons and planning. Professionals working in non-formal education or engaging with young people, for example, in sports associations, community organizations, social work and the justice sector. Parents seeking to raise empowered young citizens who actively contribute to peace and justice. 
Teachers: changing lives (The UNESCO Courier no. 4, October-December 2019) Год публикации: 2019 Организация-автор: UNESCO Certainly, everyone recognizes the key role teachers play. On a personal level, we can all name at least one teacher who made a difference – sometimes to such an extent that it redirected our whole lives. At the international level, the United Nations Sustainable Development Goals (SDGs), Goal 4 in particular, recognize the importance of teachers in the implementation of the Sustainable Development Agenda by 2030. Yet, the profession is being undermined. The development of cognitive neuroscience and the many applications of new technologies in the field of education are forcing the profession to adapt and reinvent itself. 
UNESCO in action: preventing violent extremism worldwide Год публикации: 2018 Организация-автор: UNESCO UNESCO supports countries in crafting education programmes that build young people’s resilience to violent extremist messaging and foster a positive sense of identity and belonging. From this angle, the role of education is not to intercept violent extremists or identify individuals who may potentially become violent extremists, but to create conditions to build the defences of peace within learners through values, skills and behaviours that reject violent extremism, and by strengthening their commitment to non-violence and peace. This work is undertaken within the broader framework of Global Citizenship Education, where UNESCO leads implementation of Target 4.7 of the Sustainable Development Goal 4 on Education. The work undertaken in the field of Global Citizenship Education also embraces activities pertaining to human rights and peace education, Holocaust and genocide education, and activities to combat all forms of intolerance, racism and anti-Semitism. 
UNESCO Strategic Framework for Education in Emergencies in the Arab Region (2018-2021) Год публикации: 2017 Организация-автор: UNESCO The Strategic Framework consists of four strategic goals that are anchored in the three pillars of education (Access, Quality and System Strengthening) and which emphasize the importance of relevant and inclusive education to meet the challenges confronting learners, educators, and education systems in both crisis and post-crisis settings. The strategic goals are: Strategic Goal 1: Children and youth affected by crisis access inclusive and quality learning opportunitiesStrategic Goal 2: Learners affected by crisis are empowered with values, knowledge, and skills for life and workStrategic Goal 3: Education actors provide quality education for better learning outcomesStrategic Goal 4: Education systems are responsive and resilient to crisis 
Inclusive early childhood care and education: background paper prepared for the International Forum on inclusion and equity in education, every learner matters Год публикации: 2019 Автор: Sheldon Shaeffer Организация-автор: UNESCO | Open Society Foundation Experiences around the world show that it is necessary to respond to the specific needs of each category of exclusion (sex, poverty, remoteness, ethnicity, language, legal status,and developmental delay anddisability) and to each excluded child–without further marginalizing or labelling them. The overall focus should be on inclusive ECCE policies, strategies, and practicesto remove all barriers, and promote optimal development and learning for all children, build ramps for participation and inclusion, and thereby help all relevant ministriesto become fully inclusive, both in vision and in practices. Only then can we really achieve the goal of good quality education for all. 
A Lifeline to Learning: Leveraging Mobile Technology to Support Education for Refugees Год публикации: 2018 Организация-автор: UNESCO This publication examines the evidence base for key assumptions on using mobile technology to address individual refugees’ learning challenges, broader education system challenges, and challenges to providing refugees with specific levels and types of education. The report presents findings from a review of 117 relevant papers and reports, and lessons drawn from the implementation of 52 projects that use mobile learning for refugees and the actual use of 35 digital apps or platforms. While acknowledging a limited reach, the report identifies effective mobile solutions and organizational strategies that should be scaled up. 
Strengthening accountability in the implementation of SDG4 - Education 2030 Год публикации: 2017 Организация-автор: UNESCO SDG4-Education 2030 is a renewed commitment to ensure the right to quality education and the promotion of lifelong learning opportunities, as the foundation for sustainable development. As outlined in the 2015 Incheon Declaration and the 2030 Framework for Action (FfA), strengthened governance, partnerships and accountability are essential in translating global education targets and commitments into effective policy and practice at the national level. The range of partners engaged in education - whether government, schools and teachers, families and communities, civil society organizations, or the business sector – have important roles in this collective societal endeavor. They also each have important responsibilities for which they must be accountable in the collective effort to realize the global commitment to ensure the right to quality education for all. As duty bearers, governments have the primary responsibility to deliver on the right to education, and a central role as custodians of efficient, equitable and effective management and financing of public education.