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Kiffe Ta Race Год публикации: 2018 Организация-автор: Binge Audio Pourquoi le mot « race » est-il tabou ? Qu’en est-il quand on est, à la fois, victime de discriminations raciales et sexuelles ? Comment assumer son identité plurielle ? Un mardi sur deux, Rokhaya Diallo et Grace Ly reçoivent un·e invité·e pour explorer les questions raciales sur le mode de la conversation et du vécu. Why is the word "race" taboo? What happens when you are both a victim of racial and sexual discrimination? How do you come to terms with your plural identity? Every other Tuesday, Rokhaya Diallo and Grace Ly welcome a guest to explore racial issues in a conversational, real-life setting. 
Qui a peur des Juifs ? Antisémitisme, la tentation perpétuelle Год публикации: 2023 Организация-автор: Illana Weizman Dans cette série podcast, la sociologue Illana Weizman questionne les expériences juives et l’hostilité subie par cette population en compagnie d’intellectuel-les, d’artistes, de chercheurs-euses, de militant-es ou de politiques rencontré·es des deux côtés de la frontière franco-suisse.Où en est la lutte contre l’antisémitisme aujourd’hui? Quand les courants antiracistes prônent l’écoute des concernés, n’est-il pas temps de l’appliquer pleinement aux Juifs? In this podcast series, sociologist Illana Weizman discusses the Jewish experience and the hostility suffered by this population in the company of intellectuals, artists, researchers, activists and politicians from both sides of the Franco-Swiss border. When anti-racist currents advocate listening to those concerned, isn't it time to apply this fully to Jews? 
Les transformations des droits sociaux dans la globalisation Год публикации: 2019 Автор: Jérôme Porta Организация-автор: La Revue des Droits de l'Homme La globalisation des droits se manifeste par des phénomènes souvent décrits en termes de circulation ou transfert de droits. Parmi ces phénomènes, il en est un dont l’importance paraît croissante en matière sociale. Il s’agit du dépôt de droits sociaux sur des supports n’ayant pas pour objet de réglementer les rapports de travail, mais, d’encadrer les échanges commerciaux, de réguler la production de biens ou de produits, de promouvoir certaines politiques sociales ou encore de coordonner des politiques publiques nationales. Les clauses sociales présentes de manière croissante dans les accords de libre-échange ou l’adossement du socle européen des droits sociaux à un tableau d’indicateurs en sont des illustrations. Ces pratiques d’inclusion des droits du travailleur au sein de support économique, technique ou politique ne font pas véritablement objet d’attention pour elles-mêmes et sont trop souvent interprétés à partir de la normativité juridique. Cette extension de l’analyse juridique à de tels objets aboutit à ne commenter ces instruments qu’en terme d’écart au droit : ces droits sont-ils objets de sanction efficace ? Peuvent-ils être justiciables et invoqués devant un juge ? Ces préoccupations laissent dans l’ombre une question plus fondamentale, celle du changement qu’opère le passage d’une forme normative à une autre. Ces hybridations impliquent en effet une traduction, mieux une transformation. Tel est l’objet de la présente contribution. The globalization of rights is manifested by phenomena often described as the circulation or transfer of rights. Among these phenomena, there is one category, whose importance seems to be growing in international and european social matters. It is manifested by the filing of social rights on instruments not intended to regulate labour relations, but to regulate international trade, regulate the production of goods or products, promote certain social policies or even coordinate national public policies. The social clauses increasingly present in free trade agreements or the linking of the European social rights Pillar to a scoreboard of indicators are examples among many others of this. These practices of including workers' rights in economic, technical or political support do not really attract attention for themselves and are too often interpreted on the basis of legal normativity. This extension of the legal analysis to such objects leads to commenting on these instruments only in terms of deviation from the law : are these rights subject to effective sanctions ? Can they be justiciable and invoked before a judge ? These concerns leave a more fundamental question in the shadows, that of the changes brought about by the passage from one normative form to another. These hybridizations imply a translation, better a transformation. This is the purpose of this contribution to descriptib such a process and its implications. 
Recommendation on Education for Peace, Human Rights and Sustainable Development: An Implementation Guide Год публикации: 2025 Организация-автор: UNESCO There is no peace without education. With conflicts rising on so many fronts, there has never been a more urgent need for a transformed education geared towards building and sustaining peace.The Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, adopted by all 194 Member States of UNESCO in 2023, articulates a humanistic and transformative vision of education that can help address contemporary and future affronts to peace. These challenges range from the resurgence of conflicts driven by systemic inequalities and injustices, the rise and spread of hate speech, racism and discrimination particularly online, to the adverse effects of digital technologies and the existential threat of climate change.UNESCO has developed this Guide as the first of several tools to assist Member States in unpacking and fully implementing the 2023 Recommendation. The Guide elaborates its contents, integrating the 2023 Recommendation’s transdisciplinary lens to connect key concepts and issues. It also provides concrete ideas and curated resources for action at different levels and types of education, while calling for a multi-stakeholder and whole-of-society approach that includes everyone and builds on existing positive efforts.The Guide is a timely addition to the pool of available collective resources to fully implement the 2023 Recommendation and foster an education that is transformative for a just and peaceful world. 
Recommandation sur l’éducation pour la paix, les droits de l’homme et le développement durable: un guide de mise en oeuvre Год публикации: 2025 Организация-автор: UNESCO Il n’y a pas de paix sans éducation. Face à la multiplication des conflits sur de nombreux fronts, jamais la nécessité d’une éducation transformée, orientée vers la construction et le maintien de la paix, n’a été aussi pressante. La Recommandation sur l’éducation pour la paix et les droits de l’homme, la compréhension internationale, la coopération, les libertés fondamentales, la citoyenneté mondiale et le développement durable, adoptée en 2023 par l’ensemble des 194 États membres de l’UNESCO, exprime une vision humaniste et transformatrice de l’éducation, capable de répondre aux défis actuels et futurs à la paix. Ces défis vont de la résurgence de conflits alimentés par les inégalités et injustices systémiques, à la montée et la diffusion des discours de haine, du racisme et de la discrimination – notamment en ligne – en passant par les effets négatifs des technologies numériques et la menace existentielle que constitue le changement climatique. L’UNESCO a élaboré le présent Guide comme le premier d’une série d’outils destinés à aider les États membres à comprendre et à mettre pleinement en œuvre la Recommandation de 2023. Le Guide développe son contenu, en intégrant la perspective transdisciplinaire de la Recommandation afin de relier concepts et enjeux clés. Il propose également des pistes concrètes et des ressources sélectionnées pour 2 milliards de personnes – un quart de l’humanité – vivent dans des zones touchées par des conflits l’action à différents niveaux et dans divers types d’éducation, tout en appelant à une approche multi-acteurs et à l’échelle de la société, qui inclut toutes et tous et s’appuie sur les efforts positifs déjà entrepris. Le Guide constitue une ressource collective opportune pour mettre pleinement en œuvre la Recommandation de 2023 et promouvoir une éducation véritablement transformatrice au service d’un monde plus juste et pacifique. Recomendación sobre la educación para la paz, los derechos humanos y el desarrollo sostenible: guía de implementación Год публикации: 2026 Организация-автор: UNESCO Sin educación no hay paz. Una educación transformadora, orientada a la construcción y el mantenimiento de la paz es más urgente que nunca, dado el aumento de los conflictos en diversos frentes.La Recomendación sobre la Educación para la Paz y los Derechos Humanos, la Comprensión Internacional, la Cooperación, las Libertades Fundamentales, la Ciudadanía Mundial y el Desarrollo Sostenible, que fue adoptada por los 194 Estados Miembros de la UNESCO en 2023, articula la visión humanista y transformadora de la educación que ayuda a abordar los actuales y futuros agravios a la paz. Estos desafíos abarcan desde el resurgimiento de conflictos impulsados por desigualdades e injusticias sistémicas, el auge y la propagación del discurso de odio, el racismo y la discriminación—especialmente en línea—, hasta los efectos adversos de las tecnologías digitales y la amenaza existencial del cambio climático.La UNESCO ha elaborado esta Guía como la primera de varias herramientas que ayudarán a los Estados miembro a comprender e implementar plenamente la Recomendación de 2023. Su contenido ha sido desarrollado integrando la perspectiva transdisciplinaria para conectar conceptos y cuestiones clave de la Recomendación de 2023. Además, proporciona ideas concretas y recursos seleccionados para la acción en distintos niveles y tipos de educación. Asimismo, promueve un enfoque multisectorial que parte de las iniciativas positivas ya en marcha y busca la inclusión de todas las personas.Esta Guía es una incorporación oportuna al conjunto de recursos colectivos disponibles para implementar plenamente la Recomendación de 2023 y promover así una educación transformadora para un mundo justo y pacífico. 
Sub-Regional Study on Transforming TVET in Ensuring Learning and Skills to Support School-to Work Transitions in Southeast Asian Countries Год публикации: 2023 Автор: Jann Hidajat Tjakraatmadja | Hary Febriansyah | Yorga Permana | Lala Nurfitria | Farenza Fadil Организация-автор: UNESCO Jakarta Technical and Vocational Education and Training (TVET) and the transition from school to work are critical for young individuals to be prepared for entering the job market. The school-to-work transition signifies the transition from education to professional work and involves stages such as finding a job, applying theoretical knowledge and adapting to work expectations. In line with SDG-4, there is a need to improve the relevance of TVET systems, equipping individuals with the necessary skills for employment, entrepreneurship and lifelong learning. Three strategic priorities include promoting lifelong learning opportunities, fostering skills for an inclusive and sustainable economy, and ensuring inclusive and resilient communities. UNESCO supports Member States to address current and future challenges in the field of TVET, including the transition from school to work. Recognising the significant role of TVET in achieving SDG-4, UNESCO works closely with countries like Brunei Darussalam, Indonesia, Malaysia, the Philippines, and Timor-Leste to enhance the relevance and effectiveness of their TVET systems. These countries have demonstrated a strong commitment to improving the quality of education and equipping individuals with the necessary skills for employment, entrepreneurship, and lifelong learning. In the discussion of innovations and trends in TVET systems, there is a need to respond to rapidly changing labour markets through leveraging labour market data, tracer studies, and employer insights, expanding work-based learning to support the transition from school to work, modernising TVET curricula with new skills and competencies, strengthening TVET through private sector and community engagement. TVET is important for the transition from school to work in the sub-region of Southeast Asia, in line with SDG-4. Standardised practices are needed for better employability and mobility. Challenges include labour market mismatches and negative perceptions, but there are opportunities to partner with industry, update curricula, promote inclusivity and gender equality, and adapt to changing labour markets. Using labour market data, expanding work-based learning, and engaging the private sector and local communities are critical. TVET can transform individuals and contribute to sustainable development in the subregion of South-East Asia, creating prosperous and inclusive societies. 
Toolbox for Educational Institutions: Lines of Action of Socio-Emotional Skills Vocational and Professional Orientation Год публикации: 2017 Организация-автор: ENEL Foundation | Organization of Ibero-American States for Education, Science and Culture (OEI) This toolbox is aimed at educational agents who are motivated to articulate in their pedagogical work actions aimed at facilitating the decision-making of young people during their life path, by strengthening socio-emotional skills and vocational and professional guidance, in order to enable transformations, whether personal, family or social, and with a view to sustainable development. Caja de herramientas para instituciones educativas: Líneas de acción de Habilidades socioemocionales orientación vocacional y profesional Год публикации: 2017 Организация-автор: ENEL Foundation | Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) Esta caja de herramientas está dirigida a agentes educativos que se encuentren motivados en articular a su quehacer pedagógico acciones encaminadas a facilitar la toma de decisiones de los jóvenes durante su trayectoria de vida, mediante el fortalecimiento de las habilidades socioemocionales y la orientación vocacional y profesional, con el fin de posibilitar transformaciones ya sea de tipo personal, familiar o social y en miras al desarrollo sostenible. 
Girl Goals: What has Changed for Girls? Adolescent Girls’ Rights over 30 Years Год публикации: 2025 Организация-автор: United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | Plan International This report makes three key recommendations on action we can take now to advance adolescent girls’ rights at scale, in ways that account for fiscally constrained contexts and multiple competing priorities: 1. Ensure tangible and actionable support for adolescent girls’ voices, advocacy and action. The current generation of girls are raising their voices to be heard and are already at the forefront of making change around the world. With the right support, resources and seats at the table, adolescent girls can help transform the world for the better, shaping better policy outcomes for themselves and everyone. This is not about girls’ voices above all others, or endless consultation, but about specific, meaningful actions that ensure girls get the support they need and are heard on policy issues that matter to them. 2. Establish and track explicit targets for change for adolescent girls, who are too often invisible and sidelined Setting explicit targets to monitor outcomes for adolescent girls is key to making progress. Context-specific prioritization will be necessary, but there are some issues that stand out globally. Gaps in progress (such as child marriage gains accruing disproportionately to wealthier households) demonstrate the need forprogrammes that address poverty and economic realities alongside harmful social norms. The disproportionate number of adolescent girls not in education, employment or training, not entering the labour market as young women, and left behind when it comes to digital skills, is a threat to the gains made for girls and to economic growth that will benefit everyone. Stagnation on issues like underweight also stand out. Country- specific priorities supported by data- driven accountability mechanisms and investments are needed to translate policy commitments into change on the ground. 3. Resource and deliver smartly to unlock the social and economic dividend Governments and partners should invest in solutions proven to change outcomes across multiple SDGs at scale – for example, investing in education and skills, cash transfers and economic empowerment programmes designed to support girls. Existing systems, from maternal health care to school curricula, should be adapted to meet girls’ needs rather than creating small- scale, separate projects. Streamlined, evidence-based ‘add-ons’ – such as adding parenting support to existing maternal health-care programmes – can be cost effective and accelerate outcomes if well designed. Change is possible, and this report shows that great gains have been made. Smart investments now can transform the world for girls, families, communities and national economies. It is time to act.