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Arab Sustainable Development Report 2020 Год публикации: 2020 Организация-автор: United Nations Economic and Social Commission for Western Asia (ESCWA) The 2030 Agenda calls for transformative change and paradigm shifts. Mobilizing domestic and external resources is a pressing challenge in the Arab region, and the pace of efforts on the SDGs must accelerate. However, transformative change not only requires financial resources and an acceleration of efforts but, above all, demands a shift in orientation and approach towards policy integration, environmental sustainability, and universal human rights with their emphasis on equality, justice, inclusion, fundamental freedoms and participatory politics.The story of the SDGs in the Arab region, therefore, is also a story of human rights, gender equality, sustainability and integrated development. The gravity of the task, and the scale of the ambition, are greater than measuring progress at goal, target and indicator level. Five years into the era of the 2030 Agenda and the SDGs, the present report is a reminder that the starting point for implementation and the horizon for achievement must be aligned for change to be transformative. It is only through the alignment of policies and other interventions with the overarching framework of the 2030 Agenda that the region, and the world, can hope to achieve the 2030 Agenda. How close, or how far, the Arab region is from this alignment is the story the present report aims to tell. 
Annual Report 2019: UNESCO Institute for Lifelong Learning Год публикации: 2020 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) This report shows how, in 2019, UIL worked to fulfil its mission, with a focus on youth and adults and a special emphasis on UNESCO’s priority areas of Africa and gender equality. UIL’s vision is for all children, young people and adults to benefit from quality lifelong learning opportunities, within the framework of sustainable development and peace. We promote lifelong learning as the leading educational paradigm for inclusive and sustainable learning societies in the context of the United Nations’ 2030 Agenda for Sustainable Development, which provides an ambitious set of goals and targets for Member States that together form a coherent, universal framework of reference for our activities. Working to this framework, and recognizing lifelong learning’s important transversal role not only with respect to Sustainable Development Goal (SDG) 4 on education but across all 17 SDGs, UIL has made an impact across a range of fronts, including in the areas of policy advice, capacity development, research, monitoring, and networking and advocacy. Rapport annuel 2019: Institut de l’UNESCO pour l’apprentissage tout au long de la vie Год публикации: 2020 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) Ce rapport décrit la façon dont l’Institut a opéré en 2019 pour remplir sa mission en concentrant ses activités sur les jeunes et les adultes, et en mettant particulièrement l’accent sur les domaines prioritaires de l’UNESCO que sont l’Afrique et l’égalité des genres. L’UIL nourrit la vision d’un monde où tous les enfants, tous les jeunes et tous les adultes bénéficient d’offres d’apprentissage de qualité tout au long de leur vie, dans le cadre d’un développement durable et dans un monde en paix. Nous assurons la promotion de l’apprentissage tout au long de la vie en tant que paradigme éducatif majeur de sociétés apprenantes inclusives et durables dans le contexte du Programme de développement durable des Nations unies à l’horizon 2030. Ce programme fournit aux États membres une série d’objectifs et de cibles ambitieux qui, dans leur ensemble, constituent un cadre de référence universel et cohérent pour nos activités. Œuvrant à la réalisation de ce cadre et reconnaissant le rôle important de l’apprentissage tout au long de la vie, non seulement dans l’optique de l’Objectif de développement durable 4 (ODD 4) sur l’éducation, mais aussi, de façon plus générale pour réaliser les 17 ODD, l’UIL s’est engagé sur différents terrains tels que la formulation des politiques et leur mise en œuvre, le développement des capacités, la recherche, le pilotage et suivi ainsi que la mise en réseau et le plaidoyer. 
التعليم والمواطنة: الجامعة الصيفية 2016 Год публикации: 2016 Автор: Abdullah Saaf Организация-автор: General Delegation for Prison Administration and Reintegration (DGAPR) الفيديو عبارة عن محاضرة القت للسجينات في المغرب، وهو برنامج لاعادة التأهيل. المحاضرة للدكتور عبدالله ساعف يتحدث فيها عن المواطنة، والاندماج في المجتمع، ويناقش علاقة التعليم بالمواطنة. Education and Citizenship: Summer University 2016 Год публикации: 2016 Автор: Abdullah Saaf Организация-автор: General Delegation for Prison Administration and Reintegration (DGAPR) This video is a lecture given to women prisoners in Morocco, and it is a rehabilitation program. The lecture by Dr. Abdullah Sa`f talks about citizenship and inclusion in society, and discusses the relationship between education and citizenship. التقرير العربي للتنمية المسـتدامة 2020 Год публикации: 2020 Организация-автор: United Nations Economic and Social Commission for Western Asia (ESCWA) تدعو خطة عام 2030 إلى تغيير جذري وتحوّل في الأنماط السائدة. فحشد الموارد المحلية والخارجية يُعدّ من التحدّيات الملحة في المنطقة العربية، كما يُعدّ تكثيف الجهود نحو تحقيق أهداف التنمية المستدامة أمراً مُلحاً. إلّا أنّ التحوّل الجذري، لا يستلزم موارد مالية وتسريع الجهود فحسب، بل يتطلب، أكثر ما يتطلب، تحولًا في التوجه والنهج نحو التكامل في السياسات والاستدامة البيئية والحقوق مع التركيز على المساواة، والعدالة، والشمول الاجتماعي، والحريات الأساسية، والمشاركة في السياسة.قصة أهداف التنمية المستدامة في المنطقة العربية هي إذاً قصة الحقوق والمساواة بين الجنسين والاستدامة والتنمية المتكاملة. ولهذه المهمة من الضخامة والطموح ما يتعدى قياس التقدم على مستوى الأهداف والمقاصد والمؤشرات. وهذا التقرير، الصادر بعد مرور خمسة أعوام على اعتماد خطة عام 2030 وأهداف التنمية المستدامة، هو بمثابة تذكير بضرورة تحديد نقطة الانطلاق في التنفيذ على ضوء الإنجاز المنشود، حتى يكون في التغيير تحوّلٌ حقيقي. وإنّما المواءمة بين السياسات وسائر التدخلات مع الإطار الشامل لخطة عام 2030 هي الطريق الوحيد لعبور المنطقة والعالم إلى تنفيذ خطة عام 2030. أما مدى قرب المنطقة العربية من هذه المواءمة أو بعدها عنها، فهو ما يسرده هذا التقرير. 
Education and Migration: An Assessment of the Types and Range of IOM’s Education and Vocational Training Projects Год публикации: 2018 Автор: Rocio Sanz Организация-автор: International Organization for Migration (IOM) This report presents the results of the assessment of the range and types of IOM’s education and vocational training programmes as of December 2017. Within an overall framework of reviewing the Organization’s role in supporting the development and implementation of migration policy, the purpose of this assessment is to understand how these programmes contribute to education and vocational training outcomes, especially in the specific context of SDG 4 (Quality Education) of the 2030 Agenda for Sustainable Development. 
Egyptian Youth Rethink the Future of Wellbeing in 2050: Report of the Futures Literacy Lab-novelty; Online, 21-24 July 2020 Год публикации: 2020 Организация-автор: UNESCO Cairo The UNESCO (Cairo Office and Research, Policy and Foresight Section) and the Egyptian Ministry of Youth and Sport, with support of Bibliotheca Alexandrina, UNFPA and UN Women, organized a Futures Literacy Laboratory - Novelty (FLL-N) entitled “Egyptian Youth Rethink the Future of Wellbeing in 2050”. Held online during 21-24 July 2020, and deploying the latest advances in anticipatory systems thinking and collective intelligence processes, the Lab brought together around 30 persons from across Egypt for 8-hours intensive work spread over a week’s time.Thirty young participants explored the topic of ‘wellbeing’ in Egypt in 2050 using a tool called the Futures Literacy Lab-Novelty (FLL-N). Wellbeing is an open concept that invites many different ways of defining what it means to ‘live well’. The participants engaged in learning-by-doing activities that exercised their imaginations, exploring questions like, how do people in 2050 in Egypt describe ‘wellbeing’? What is daily life like such that people in 2050 believe that they have achieved ‘wellbeing’? By working together to imagine the future this Lab provided an opportunity to better understand the origins of what we imagine, why and how we create the images of the future, and crucially the powerful influence such images have on our fears and hopes, perceptions and choices. 
Education Disrupted Education Reimagined: Responses from Education’s Frontline During the COVID-19 Pandemic and Beyond Год публикации: 2020 Организация-автор: WISE | Salzburg Global Seminar | Diplomatic Courier The special edition E-Book you are reading about today was produced in real time, as WISE, in partnership with Salzburg Global Seminar, convened key stakeholders and education leaders from over 98 countries in a three-part series of global conferences aimed at bringing the global education community together. The result is a contemporary historical record of how schools, NGOs, governments, and international organizations responded to school closures during the crisis and how they are attempting to use this crisis as a springboard to reimagine—and even transform—education in their communities and countries.The E-Book offers an opportunity to a global audience to make sense of what happened but it also offers a breeding ground of ideas from some of the world’s top education thinkers. It is the editors’ sincere hope that through this publication we provide the education community with a reference point from the crisis from which future research, policy, and innovation can grow. 
2019 유네스코 ESD 정책 포럼: 2030년을 위한 지속가능발전교육(ESD), 한국은 어떻게 준비할 것인가 Год публикации: 2019 Организация-автор: 유네스코한국위원회 | 대한민국 교육부 2019년 11월에 유네스코한국위원회(ESD한국위원회)에서 주최한 '2019 유네스코 지속가능발전교육 정책 포럼'의 자료집으로 행사개요와 토론자료, 지속가능발전교육에 대한 부록을 수록하고 있다.2030년을 위한 지속가능발전교육(ESD), 한국은 어떻게 준비할 것인가를 주제로 ESD for 2030 체계 수립 및 이행 준비에 대한 국제사회 최신 동향 공유, 국가 이니셔티브 구축 관련 한국 차원의 정책적 준비 및 운영 체계 수립 방안 논의, GAP 참여기관 등 국내 ESD 이행 핵심 주체별 활동 내용 공유 및 제언 등이 주요 내용이다.