Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 3,126
Un nuevo contrato social para la educación (The UNESCO Courier Special Edition; November 2021) Год публикации: 2021 Организация-автор: UNESCO Reimagining Our Futures Together upholds the tradition of the major UNESCO reports that have already structured education policies throughout the world in the past. The Faure report, Learning to be, in 1972, and the Delors report, Learning: The Treasure Within, in 1996, have become benchmarks in the debate on learning. This third document presents a lucid assessment of the challenges confronting education today.Faced with the rapid changes in our environment, a change of direction is needed. We need to devote more importance to ecology; to provide students with the critical tools to detect misinformation, prejudices, and preconceived ideas; to strengthen teamwork, and to improve the professionalization of teachers. Beyond these imperatives, we must also rethink the multiple interdependencies, the links between generations and between cultures, and our relationship with living beings, to establish a new social contract for education. Un nouveau contrat social pour l’éducation (The UNESCO Courier Special Edition; November 2021) Год публикации: 2021 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Reimagining Our Futures Together upholds the tradition of the major UNESCO reports that have already structured education policies throughout the world in the past. The Faure report, Learning to be, in 1972, and the Delors report, Learning: The Treasure Within, in 1996, have become benchmarks in the debate on learning. This third document presents a lucid assessment of the challenges confronting education today.Faced with the rapid changes in our environment, a change of direction is needed. We need to devote more importance to ecology; to provide students with the critical tools to detect misinformation, prejudices, and preconceived ideas; to strengthen teamwork, and to improve the professionalization of teachers. Beyond these imperatives, we must also rethink the multiple interdependencies, the links between generations and between cultures, and our relationship with living beings, to establish a new social contract for education. К новому общественному договору в области образования (The UNESCO Courier Special Edition; November 2021) Год публикации: 2021 Организация-автор: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Reimagining Our Futures Together upholds the tradition of the major UNESCO reports that have already structured education policies throughout the world in the past. The Faure report, Learning to be, in 1972, and the Delors report, Learning: The Treasure Within, in 1996, have become benchmarks in the debate on learning. This third document presents a lucid assessment of the challenges confronting education today.Faced with the rapid changes in our environment, a change of direction is needed. We need to devote more importance to ecology; to provide students with the critical tools to detect misinformation, prejudices, and preconceived ideas; to strengthen teamwork, and to improve the professionalization of teachers. Beyond these imperatives, we must also rethink the multiple interdependencies, the links between generations and between cultures, and our relationship with living beings, to establish a new social contract for education. 面向教育的新社会契约 (The UNESCO Courier Special Edition; November 2021) Год публикации: 2021 Организация-автор: 联合国教科文组织 (UNESCO) Reimagining Our Futures Together upholds the tradition of the major UNESCO reports that have already structured education policies throughout the world in the past. The Faure report, Learning to be, in 1972, and the Delors report, Learning: The Treasure Within, in 1996, have become benchmarks in the debate on learning. This third document presents a lucid assessment of the challenges confronting education today.Faced with the rapid changes in our environment, a change of direction is needed. We need to devote more importance to ecology; to provide students with the critical tools to detect misinformation, prejudices, and preconceived ideas; to strengthen teamwork, and to improve the professionalization of teachers. Beyond these imperatives, we must also rethink the multiple interdependencies, the links between generations and between cultures, and our relationship with living beings, to establish a new social contract for education. 
Culture: Global Public Good (The UNESCO Courier no. 3; July-September 2022) Год публикации: 2022 Организация-автор: UNESCO Culture is what defines us in space and time – our past and present roots, our prospects. Culture is an inexhaustible and renewable resource, which adapts to changing contexts and which speaks to humans first and foremost through their capacity to imagine, create and innovate. Culture is our most powerful global public good. In the words of Javier Pérez de Cuéllar, former Secretary-General of the United Nations, culture has a role “as a desirable end in itself, as giving meaning to our existence”. Today, more than ever, we need to find meaning, we need universality, we need culture in all its diversity. La Cultura: Un bien público mundial (The UNESCO Courier no. 3; July-September 2022) Год публикации: 2022 Организация-автор: UNESCO Culture is what defines us in space and time – our past and present roots, our prospects. Culture is an inexhaustible and renewable resource, which adapts to changing contexts and which speaks to humans first and foremost through their capacity to imagine, create and innovate. Culture is our most powerful global public good. In the words of Javier Pérez de Cuéllar, former Secretary-General of the United Nations, culture has a role “as a desirable end in itself, as giving meaning to our existence”. Today, more than ever, we need to find meaning, we need universality, we need culture in all its diversity. La Culture: Un bien public mondial (The UNESCO Courier no. 3; July-September 2022) Год публикации: 2022 Организация-автор: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Culture is what defines us in space and time – our past and present roots, our prospects. Culture is an inexhaustible and renewable resource, which adapts to changing contexts and which speaks to humans first and foremost through their capacity to imagine, create and innovate. Culture is our most powerful global public good. In the words of Javier Pérez de Cuéllar, former Secretary-General of the United Nations, culture has a role “as a desirable end in itself, as giving meaning to our existence”. Today, more than ever, we need to find meaning, we need universality, we need culture in all its diversity. 
[Summary] Global Education Monitoring Report 2021/2: Non-state Actors in Education: Who Chooses? Who Loses? Год публикации: 2022 Организация-автор: UNESCO Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfill the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practiced by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. 
Revised Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms ('1974 Recommendation') Год публикации: 2022 Организация-автор: UNESCO The revision of the 1974 Recommendation provides the international community with the opportunity to strengthen the instrument so that it can support the design and implementation of effective educational policies and programmes, which can put the world on a pathway to lasting peace and sustainable development for all, in line with the requirements of the 2030 Agenda and the body of international legal norms adopted since 1974. Recommandation révisée sur l’éducation pour la compréhension, la coopération et la paix internationales et l’éducation relative aux droits de l’homme et aux libertés fondamentales (« Recommandation de 1974 ») Год публикации: 2022 Организация-автор: UNESCO La révision de la Recommandation de 1974 offre à la communauté internationale l'occasion de renforcer l'instrument afin qu'il puisse soutenir la conception et la mise en œuvre de politiques et de programmes éducatifs efficaces, susceptibles de mettre le monde sur la voie d'une paix durable et du développement durable pour tous, conformément aux exigences de l'Agenda 2030 et à l'ensemble des normes juridiques internationales adoptées depuis 1974.