Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 1,437
지속가능발전교육과 세계시민교육의 진전: 1974년 「국제이해, 협력, 평화를 위한 교육과 인권, 기본 자유에 관한 교육 권고」의 이행(2012-2016년)에 관한 제6차 설문조사 결과 Год публикации: 2018 Организация-автор: UNESCO 「국제이해, 협력, 평화를 위한 교육과 인권, 기본 자유에 관한 교육 권고」(Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms, 이하 1974년 권고안)는 1974년 제18차 유네스코 총회에서 채택되었다. 유네스코 회원국들은 매 4년마다 유아, 초등, 중등, 중등 이후/고등 분야 교육 내 1974년 권고안 이행 조치에 대해 유네스코에 보고한다. 이 보고서는 2012년부터 2016년까지의 1974년 권고안 이행 현황에 대한 제6차 설문조사1) (이하 제6차 설문조사) 결과를 요약·분석하고 있다. 제 6차 설문조사 결과는 회원국들이 지속가능발전목표(Sustainable Development Goal, SDGs) 내 교육 관련 목표(SDG 4) 중 세부목표 4.7을 달성하는 데 어떠한 진전이 있었는지, 그리고 1974년 권고안을 어떻게 이행하고 있는지 판단하기 위해 필요한 통찰력 있는 시각을 제공한다. 세부목표 4.7은 1974년 권고안과 밀접한 연관이 있는 지속가능발전교육(Education for Sustainable Development, ESD) 및 세계시민교육(Global Citizenship Education, GCED)과 관련이 있다(참고1). 세부목표 4.7의 이행을 위한 회원국들의 지원은 유네스코의 우선 순위이자, 지속가능발전을 위한 교육 2030 의제 전반에 걸쳐 진척을 이루는 데 필수적이다. 
L'Education pour les peuples et la planète: créer des avenirs durables pour tous; Rapport mondial de suivi sur l'éducation, 2016 Год публикации: 2016 Организация-автор: UNESCO | Global Education Monitoring Report Team The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them. These facts are spelled out in exquisite and unusual detail throughout the report. Yet the report also emphasizes the remarkable gaps between where the world stands today on education and where it has promised to arrive as of 2030. Образование в интересах людей и планеты: построение устойчивого будущего для всех 2016 г Год публикации: 2016 Организация-автор: UNESCO | Global Education Monitoring Report Team Всемирный доклад по мониторингу образования (ВДМО), ранее известный как Всемирный доклад по мониторингу образования для всех, является независимым по содержанию, авторитетным и основанным на фактическом материале ежегодным докладом, который публикуется ЮНЕСКО, о ходе работы по осуществлению глобальных целей и задач в сфере образования, принятых международным сообществом в 2015 г. в качестве элемента целей в области устойчивого развития (ЦУР). Его цель – отслеживать ход работы по выполнению задач в сфере образования, которые являются элементами нового комплекса целей в области устойчивого развития (ЦУР). Подготовкой содержания ВДМО и обеспечением его качества занимается опытная группа сотрудников под руководством директора ВДМО.ВДМО – это единственное в своем роде, всеобъемлющее, аналитическое и авторитетное справочное издание для мониторинга и обзора сферы образования в глобальном масштабе. За период с 2002 г., в течение которого вышло в свет 12 изданий доклада, группа по его подготовке приобрела обширный опыт в вопросах мониторинга и стратегического анализа, а также снискала высочайшую общемировую репутацию за широкий тематический охват – от проблем неравенства, гендерных отношений и преподавания до конфликтов, грамотности, ухода за детьми младшего возраста и их обучения.Цель доклада – обеспечивать информацию и оказывать влияние на уровне национальной, региональной и международной политики в области образования, в том числе в сферах финансирования и оказания помощи, посредством авторитетного фактологического обзора прогресса и сбалансированного анализа наиболее острых проблем, стоящих перед странами и другими заинтересованными сторонами. В этой публикации тщательно рассматриваются детали масштабной повестки дня для проведения реформы образования; она рассчитана прежде всего на лиц, принимающих решения: министров, политиков, парламентариев, специалистов по планированию в сфере образования.Не менее значимым является более широкий спектр групп гражданского общества, включая ассоциации преподавателей, неправительственные организации, университетские исследовательские кадры, молодежные сети и средства массовой информации. Способствуя более широкому осмыслению вопросов образования, доклад открывает возможности для обсуждения, обмена опытом и просвещения.Презентации доклада на глобальном, региональном и национальном уровнях, организуемые в течение года во всех регионах мира, активно освещаются в прессе и вызывают большой интерес на местах. Помимо этих мероприятий, ознакомление с докладом все чаще сопровождается политическими семинарами для вовлечения руководящих должностных лиц и парламентариев в дискуссии, посвященные ключевым темам и рекомендациям доклада. Ознакомление с изложенными в докладе выводами происходит также в ходе министерских совещаний, международных ученых конференций, курсов профессиональной подготовки для практических специалистов в области образования и семинаров с участием представителей правительств, доноров, НПО, исследователей и преподавателей. Кроме того, они распространяются через средства массовой информации и социальные сети.Краткое изложение докладов ВДМО издается на всех шести языках ООН (английском, арабском, испанском, китайском, русском и французском), а также на ряде других языков (включая бангла, вьетнамский, индонезийский, кхмерский, немецкий, португальский, тайский, хинди и японский). Полный текст доклада также издается на официальных языках ООН. Все версии наряду со справочными документами и статистическими данными размещаются на этом веб-сайте. Education for People and Planet: Creating Sustainable Futures for All, Global Education Monitoring Report, 2016 Год публикации: 2016 Организация-автор: UNESCO | Global Education Monitoring Report Team Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars – Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. Informe de Seguimiento de la Educación en el Mundo, 2016: La Educación al servicio de los pueblos y el planeta: creación de futuros sostenibles para todos Год публикации: 2016 Организация-автор: UNESCO | Global Education Monitoring Report Team Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars – Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. 
Education for All 2000-2015: Achievements and Challenges; EFA Global Monitoring Report, 2015; Summary Год публикации: 2015 Организация-автор: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. Other lang. title: L'Education pour tous 2000-2015: progrès et enjeux, rapport mondial de suivi sur l'EPT, 2015, résumé; La Educación para Todos, 2000-2015: logros y desafíos, informe de seguimiento de la EPT en el mundo, 2015, resumen Год публикации: 2015 Организация-автор: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. L'Education pour tous 2000-2015: progrès et enjeux, rapport mondial de suivi sur l'EPT, 2015, résumé Год публикации: 2015 Организация-автор: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 모두를 위한 교육 2000-2015: 성과와 과제; EFA 세계 현황 보고서, 2015; 요약본 Год публикации: 2015 Организация-автор: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 
Learning to live together: have we failed? A summary of the ideas and contributions arising from the forty-sixth session of UNESCO's International Conference on Education, Geneva, 5-8 September 2001 Год публикации: 2003 Организация-автор: UNESCO International Bureau of Education (IBE) | UNESCO Brasilia The present book is based mainly on the work of the forty-sixth session of the International Conference on Education (ICE), organized by UNESCO’s International Bureau of Education (IBE) and held in Geneva from 5 to 8 September 2001. The theme of the conference was ‘Education for All for Learning to Live Together: Contents and Learning Strategies - Problems and Solutions’. Unless stated otherwise, the numerous quotations chosen to illustrate the points made in this book are from ICE documents and contributions. The Conclusions and Proposals for Action adopted by the 2001 ICE are provided in Chapter V.The ICE is the only regularly occurring event during which Ministers of Education from all over the world can meet. It therefore serves as a unique and highly appreciated international forum for high-level dialogue on educational issues and their policy implications.The 2001 ICE brought together over 600 participants from 127 countries, including in particular 80 Ministers and 10 Vice-Ministers of Education, as well as representatives of intergovernmental and non-governmental organizations. The themes of the 2001 ICE were, and still are, very relevant all over the world: those in charge of education have become well aware of the necessity and complexity of living together, as well as of the role and limits of education in this respect.The ICE was inspired by abundant literature dealing with the principle issues that participants debated, including: Preparatory reports; National reports presented by the Member States; Examples of initiatives and good practice (including those presented at the conference as video case studies); Messages from Ministers of Education attending the Conference; And contributions from the numerous researchers, experts, educationists and decision makers at all levels of education who also participated in the Netforum between April and August 2001. More information and opinions on the vast issue of Education for All for Learning to Live Together were added during the Conference itself, in the form of keynote addresses, presentations and debates during the two plenary sessions, six thematic workshops and the special session devoted to partnerships with civil society.The present book draws on this wealth of experience, research, opinions, ideas and visions of the future. It seeks to contribute to bringing the debate on Education for All for Learning to Live Together closer to actors of the global educational community. By setting out ins concise way the key issues and proposed actions, and illustrating them with concrete examples, numerous quotations and a number of questions, this book is intended particularly for teacher trainers, teachers themselves and their professional organizations, as well as for all actors in civil society who endeavour to improve the quality of education, to encourage dialogue and to foster in this way the capacity for living together.Neither a ‘conference report’ nor a scientific or academic work, this book is intended to be a sort of ‘gallery of photographs’ of the forty-sixth session of the ICE – its atmosphere of dialogue, the themes of its debates, and the first-hand descriptions and experiences exchanged. Far from prescribing norms or standards, it intends to share information, ideas and practices, rather like the ICE itself, in a spirit of exchange and dialogue.