Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 2,255
Transformative Learning Journeys: Venturing Into the Wilds of Global Citizenship Education Год публикации: 2021 Организация-автор: Bridge 47 With the intensive courses of the Transformative Learning Journey, Bridge 47 created experimental learning spaces for communities of practitioners, researchers and activists of transformative education from around the world.The courses endeavored to challenge common concepts of Global Citizenship Education, to explore questions like those below and to experiment with different, holistic and potentially more transformative, practices of learning and co-creating.What are the (cultural) root causes of the global multi-crisis?How to decolonize and transform a modern system that is broken beyond fixing?What do we have to learn, unlearn or let go of- individually and collectively - in order to allow, embrace and foster real change? What characterizes transformative learning, and how can education create holistic spaces to trigger, support and accompany such learning processes? How transformative is our own organizational and educational practice?Do we have to re-imagine education and activism and become more radical? Are we asking the right questions?Based on the positive resonance, Bridge 47 wants to share some of the learnings through this publication. The book gives insights into the design, content and methodology of the course. Featuring diverse contributions from participants, it is a mosaic of perspectives and experiences of transformation, decolonization and learning. It also comprises some tools and invitations for reflection. It is not a cohesive prescription of how to facilitate transformative learning – as there is none - but an invitation to relate to and play."This book is dedicated to all the curious people out there who are passionate about education in caring for our world and each other - the dreamers, the healers, the lovers, the teachers for a different future to emerge. It goes to the fighters who are desperate and overwhelmed in face of complex challenges and are worn out by their struggle for justice and change – to find inspiration, energy and courage to treat ourselves gently, to let go and to make space for new things to emerge." 
Creating sustainable futures for all; Global education monitoring report, 2016; gender review Год публикации: 2016 Автор: Sachs, Jeffrey D Организация-автор: Global Education Monitoring Report Team Education and gender equality are central concerns in the new sustainable development agenda. The Education 2030 Framework for Action, agreed by the global education community in November 2015 to accompany the SDG agenda, recognizes that gender equality is inextricably linked to the right to education for all, and that achieving gender equality requires an approach that ‘ensures that girls and boys, women and men not only gain access to and complete education cycles, but are empowered equally in and through education’ (UNESCO, 2016a, p. 8). Women, girls, boys and men all need to be given opportunities for active participation in society, for their voices to be heard and their needs met (UN Women, 2016a). To facilitate and achieve this, better evidence-based knowledge and understanding of gender issues in and through education are needed. The Gender Review of the 2016 Global Education Monitoring Report (GEM Report) recognizes and largely focuses on the challenges facing girls and women because of the disproportionate overall disadvantage they continue to experience in and beyond education. But it also understands that gender disadvantage can be experienced by boys and men, and that gender equality involves males, relationships and power. Gender inequality affects us all. Achieving gender equality must involve us all. Résumé sur l'égalité des genres: créer des avenirs durables pour tous; Rapport mondial de suivi sur l'éducation, 2016 Год публикации: 2016 Автор: Sachs, Jeffrey D Организация-автор: Global Education Monitoring Report Team L’éducation et l’égalité des genres sont des préoccupations essentielles dans le nouveau programme de développement durable. Le Cadre d’action Éducation 2030, approuvé par la communauté mondiale de l’éducation en novembre 2015 en complément du Programme 2030, reconnaît que l’égalité des genres est indissociable du droit à l’éducation pour tous, et que, pour qu’elle devienne une réalité, il faut adopter une démarche « qui garantisse que les filles et les garçons, les femmes et les hommes non seulement ont le même accès aux différents cycles d’enseignement, jusqu’à leur terme, mais aussi qu’ils ont les mêmes possibilités de s’épanouir dans l’éducation et grâce à l’éducation » (UNESCO, 2016a, p. 8). Femmes, filles, hommes et garçons ont tous besoin que des possibilités leur soient données de participer activement à la vie sociale et de faire entendre leur voix et qu’il soit répondu à leurs besoins (ONU Femmes, 2016a). Faciliter et permettre la réalisation de cet objectif exige une connaissance et une compréhension mieux étayées par des données factuelles de la manière dont l’égalité des genres peut être assurée dans l’éducation et par l’éducation. Le Résumé sur l’égalité des genres de l’édition 2016 du Rapport mondial de suivi sur l’éducation (Rapport GEM) reconnaît les difficultés rencontrées par les filles et les femmes du fait du désavantage global disproportionné auquel elles continuent de se heurter dans leurs études et au-delà, et est grande partie centré sur ces difficultés. Mais il admet aussi que les garçons et les hommes peuvent eux aussi être désavantagés du fait de leur sexe et que l’égalité des genres les concerne et est affaire de relations et d’exercice du pouvoir. L’inégalité entre les genres nous touche tous. Instaurer l’égalité entre les genres est notre responsabilité à tous. Resumen sobre género: creación de futuros sostenibles para todos; Informe de seguimiento de la educación en el mundo, 2016 Год публикации: 2016 Автор: Sachs, Jeffrey D Организация-автор: Global Education Monitoring Report Team Para la nueva agenda internacional de desarrollo sostenible, la educación y la igualdad de género constituyen preocupaciones básicas. El Marco de Acción Educación 2030, suscrito por la comunidad educativa mundial en noviembre del 2015, en sintonía con la agenda para los ODS, reconoce que la igualdad de género está íntimamente ligada al derecho a la educación para todos y que para alcanzar la igualdad de género se requiere un enfoque que “garantice no solo que las niñas, los niños, las mujeres y los hombres obtengan acceso a los distintos niveles de enseñanza y los cursen con éxito, sino que adquieran las mismas competencias en la educación y mediante ella” (UNESCO 2016a, p.28). Todas las mujeres, las niñas, los niños y los hombres han de tener la posibilidad de participar activamente en la sociedad, de que se oigan sus voces y se satisfagan sus necesidades (ONU-Mujeres, 2016a). Para facilitar y alcanzar estos objetivos, es necesario disponer de conocimientos basados en evidencia, acerca de los temas relacionados con el género en el ámbito de la educación y mediante ella. El Resumen sobre Género del Informe de Seguimiento de la Educación en el Mundo (Informe GEM) identifica y se centra principalmente en los desafíos a los que han de hacer frente las niñas y las mujeres a causa de las desventajas globales y desproporcionadas que siguen experimentando en su período de formación y después de él. Pero tiene presente asimismo que los niños y los hombres pueden sufrir desventajas de género, y que la igualdad de género también afecta a los varones, a sus relaciones y al poder. Por tanto, todos debemos participar en lograr la igualdad de género. 
Gender, migration and non-formal learning for women and adolescent girls Год публикации: 2019 Автор: Amy North Организация-автор: Global Education Monitoring Report Team Processes of international migration and displacement are highly gendered. Who migrates, and how they experience migration and displacement, is affected by gender norms and relations in both in countries of origin and countries of settlement, the gendered dynamics of conflict and violence, and the gendered nature of global and local labour markets. These gendered dynamics of migration both affect and are affected by education in often complex ways, as education may both facilitate processes of migration, and be enabled or limited by them, and as gendered engagements with education prior to and during migration and settlement may have a significant influenced on how these processes are experienced. This paper is concerned with exploring this gender-migration- education nexus through a focus on the educational engagements and experiences of migrant and refugee women and adolescent girls. It first considers the wider body of research that has explored the relationship between gender, migration and displacement, particularly in relation to the experiences of migrant women and girls, before drawing out some of the key conceptual ideas from this, considering their implications for education, and presenting a conceptual diagram to represent this relationship. It then focuses more specifically on experiences of non-formal education for women and adolescent girls in refugee contexts and in host countries. Finally it identifies a number of key issues and recommendations emerging from this research. 
Global Education Monitoring Report 2024/5: Leadership in Education; Lead for Learning Год публикации: 2024 Организация-автор: Global Education Monitoring Report Team Leadership matters in education. Strong leaders are needed to help institutions, systems and societies change for the better. Strong leaders work in collaboration with other actors towards the same goals. At the school level, they are the principals but also those who surround them, in the school and in the community, in positions of responsibility. At the system level, they are civil servants working as district officers, supervisors or planners. At the societal level, they are political leaders, as well as a very broad range of actors who help shape education goals, from unions and researchers to civil society and the media.Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.There is no one leadership style that works. Different contexts, capacities and personalities mean that styles vary, and rightfully so. This, combined with the different goals that each leader is trying to achieve, means that their impact is hard to fully assess. Yet, all research points towards the critical need for strong leaders to continuously improve education quality. School leaders are second only to teachers for transforming student outcomes. Meanwhile, politicians wield huge influence in making equitable and inclusive education a national priority.Supporting this seventh Global Education Monitoring Report is a new series of country profiles on PEER, an online resource supporting policy dialogue and describing policies and regulations on school principal selection, preparation and development in the world’s education systems. 
Rapport mondial de suivi sur l'éducation 2024/5, Leadership dans l'éducation : diriger pour apprendre Год публикации: 2025 Организация-автор: Global Education Monitoring Report Team Le Rapport mondial de suivi sur l'éducation 2024/5 évalue les progrès accomplis dans la réalisation des objectifs du Programme 2030 et montre que, si le nombre d'enfants scolarisés et achevant l'enseignement secondaire n'a jamais été aussi élevé, de nombreux domaines connaissent une stagnation. Le leadership joue un rôle central pour y remédier. Aucune école n’améliore les résultats des élèves sans un bon leader pour montrer la voie. Sur la base d’un examen des lois et politiques concernant la sélection, la préparation et les conditions de travail des chefs d'établissement de 211 systèmes éducatifs, le rapport analyse les leviers stratégiques permettant d'attirer et de retenir des leaders de talent.Les possibilités d’exercer un leadership ne se limitent pas aux dirigeants des écoles, elles s’étendent à des personnes qui occupent d’autres postes dans le système éducatif et en dehors de celui-ci, telles que les directeurs adjoints, les enseignants et les élèves lorsque le leadership est partagé, les responsables politiques, la société civile, les organisations internationales, les syndicats et les médias, qui contribuent à définir les objectifs en matière d’éducation.Le rapport préconise que des efforts soient faits pour former des leaders dans quatre dimensions essentielles : fixer des objectifs, donner la priorité à l’apprentissage, encourager la collaboration et faire évoluer les personnes. Pour que ces dimensions se concrétisent, il faut faire confiance aux personnes occupant des postes de direction et leur donner les moyens d’agir ; il faut les recruter grâce à des pratiques d’embauche équitables ; les soutenir dans leur évolution ; et les encourager à mettre en place une culture de collaboration. Le rapport appelle également à investir dans la capacité des responsables de l'éducation à jouer un rôle de leader au sein du système, en mettant particulièrement l'accent sur la direction pédagogique et l'assurance qualité 
Informe de seguimiento de la educación en el mundo, 2024/5: Liderazgo en la educación: liderar por el aprendizaje Год публикации: 2025 Организация-автор: Global Education Monitoring Report Team El Informe de seguimiento de la educación en el mundo 2024-2025 evalúa los avances hacia el logro de las metas de 2030 y muestra que, aunque hay más niños escolarizados y que finalizan la educación secundaria que nunca, en muchos ámbitos hay estancamientos. El liderazgo es fundamental para abordar esta cuestión. Ninguna escuela puede mejorar los resultados de los alumnos sin un buen líder que muestre el camino a seguir. Partiendo de un examen de la legislación y las políticas relativas a la selección, preparación y condiciones laborales de los directores de escuela de 211 sistemas educativos, el informe analiza instrumentos de política para atraer y retener a líderes talentosos.El potencial de liderazgo no se limita a los líderes escolares, sino que abarca también a las personas que ocupan otros puestos en el sistema educativo, así como fuera de él, desde subdirectores, docentes y alumnos, cuando el liderazgo es compartido, hasta líderes políticos, la sociedad civil, organizaciones internacionales, sindicatos y medios de comunicación, que contribuyen a definir los objetivos de la educación.El informe insta a adoptar medidas para que los líderes desarrollen sus capacidades en las cuatro dimensiones fundamentales del liderazgo: establecer expectativas, centrarse en el aprendizaje, fomentar la colaboración y favorecer el perfeccionamiento personal. Para llevar a la práctica estas dimensiones, es esencial confiar en quienes ocupan puestos de liderazgo y empoderarlos; reclutarlos mediante prácticas de contratación justas; brindarles apoyo para que se perfeccionen; y motivarlos a fomentar culturas de colaboración. Asimismo, el informe pide que se invierta en fortalecer las capacidades de los funcionarios de educación para que actúen como líderes del sistema, especialmente en el liderazgo pedagógico y la garantía de la calidad. 
Empowering Minds: A Round Table on Generative AI and Education in Asia-Pacific Год публикации: 2023 Организация-автор: UNESCO Bangkok The emergence of generative AI, a recent groundbreaking artificial intelligence (AI) technology capable of producing sophisticated content from text and images to simulations and audiovisuals, has become a transformative force across multiple sectors. Popular applications like OpenAI’s ChatGPT and Anthropic’s Claude are prime examples of the rapidly expanding range of generative AI tools that are having an impact in education across the Asia-Pacific. These tools offer unprecedented opportunities for enabling personalized learning experiences at scale and expanding access to high-quality learning resources. However, as generative AI increasingly reshapes classrooms, critical questions remain unanswered, such as:- How can generative AI be ethically and responsibly integrated into educational settings?- What policies and safeguards are needed to address issues like misinformation, algorithmic bias and threats to academic integrity?- What challenges do Asia-Pacific countries face in harnessing generative AI in education, given the region’s unique context?- What are the strategies for Asia-Pacific countries to take up opportunities offered by generative AI, while mitigating the risks? In response to these questions and emerging challenges in the region, the UNESCO Regional Office in Bangkok (UNESCO Bangkok), in collaboration with The Southeast Asian Ministers of Education Organization (SEAMEO), organized the regional experts meeting on 7-9 November 2023 in Bangkok, Thailand. This hybrid meeting, titled ‘Empowering Minds: A Round Table on Generative AI and Education in Asia-Pacific’, explored the implications of generative AI for teacher training and development. It served as an important platform to leverage opportunities and mitigate risks of generative AI in education across the Asia-Pacific region. 
Opportunities for Media and Information Literacy in the Middle East and North Africa: Yearbook 2016 Год публикации: 2016 Автор: Magda Abu-Fadil | Jordi Torrent | Alton Grizzle Организация-автор: International Clearinghouse on Children, Youth and Media (Sweden) Opportunities for Media and Information Literacy in the Middle East and North Africa is the seventeenth Yearbook published by the Clearinghouse and fills a gap in the existing body of literature about the progress of media and information literacy work in different parts of the world. This book also helps educators in the Middle East and North Africa region looking for opportunities to bring to their classrooms elements of MIL education.