Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 3,376
Spotlight on Basic Education Completion and Foundational Learning in Africa, 2022: Born to Learn Год публикации: 2022 Организация-автор: UNESCO | Association for the Development of Education in Africa (ADEA) | African Union This publication is the first in a three-part Spotlight series. It is produced by a partnership between the Global Education Monitoring Report, the Association for the Development of Education in Africa and the African Union.The report focuses on why learning levels in the region are low. All children are born to learn yet only one in five children in Africa who reach the end of primary school achieve the minimum proficiency level required to continue their education and fulfil their potential. Combining completion and learning statistics, the report shows that children in Africa are at least five times less likely than children in the rest of the world to be prepared for the future.Given the historically low levels of learning on the continent, fresh thinking is needed to translate the CESA and SDG 4 commitments into focused, coordinated, well-informed and appropriately funded actions. The report contains eight policy-oriented recommendations for driving change. 
Youth and Changing Realities: Rethinking Post-basic Education in Sub-Saharan Africa Год публикации: 2022 Организация-автор: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Education should empower young people for full participation in their societies and education systems should be responsive to their voices, aspirations and actions. At this time of upheaval, it is more important than ever that youth voices are heard. This synthesis report analyses the perspectives of post-basic education of some young people from 20 countries in sub-Saharan Africa. Their voices express diverse experiences, aspirations and expectations. They describe ‘changing realities’ in which education and training opportunities often seem unable to meet their aspirations and new demands of the world of work and society. It focusses on four crucial themes for post-basic education, with reference to youth’s experiences: financing, socio-cultural barriers, skills for work and life, and educators’ capacities.The Education 2030 Framework for Action calls for youth, learners and their organizations to be full partners in the realization of SDG4; to encourage governments and other stakeholders to develop education programmes in consultation with young people; and to help shape policies for relevant and responsive education systems. This synthesis report makes an important contribution towards rethinking post-basic education in sub-Saharan Africa. 
Right to Higher Education: Unpacking the International Normative Framework in Light of Current Trends and Challenges Год публикации: 2022 Организация-автор: UNESCO | Right to Education Initiative (UK) The right to higher education is well-established in international human rights law. It requires states to progressively introduce free higher education and ensure that all have access on the basis of capacity. Yet, access to education is unequal from the very early years, which together with deep-rooted discrimination in education as well as differences in upbringing, often result in unfair admission procedures when reaching higher education. Drastic changes worldwide, due to rising inequalities, human movement, growing digitalization and the effects of the COVID-19 pandemic, are further challenging how this right can be concretely implemented. This publication seeks to bring clarity not only to existing obligations and rights, but also to unravel what aspects of the right to higher education might require further explanation in light of new contexts and challenges. It provides policy recommendations to guide states in their endeavour to ensure effective equal opportunities to higher education for all. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-Being: Recommendations for Action Towards Transformative Education Год публикации: 2022 Организация-автор: UNESCO In light of contemporary and emerging challenges such as climate change, violent and hateful ideologies, conflicts and risks of global pandemics, education must teach young people the knowledge, skills, values and attitudes to live cooperatively, be flexible, think critically, respect diversity, care for the environment, and be actively involved in finding solutions, both locally and globally. Transformative education – as enshrined in Target 4.7 of Sustainable Development Goal 4 – is critical in supporting individuals to develop these competencies. Transformative education involves teaching and learning that motivates and empowers learners to make informed decisions and actions at the individual, community and global levels. With a focus on sustainability, global citizenship, health and well-being for all, transformative education implies ensuring that curriculum, pedagogy, learning materials, schools and learning environments are meaningful for the social, political, economic, cultural and environmental contexts. To better understand concrete progress in transformative education, UNESCO and the Asia Pacific Centre of Education for International Understanding (APCEIU) co-organized the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (29 November – 1 December 2021).The conference enabled a productive dialogue among a diverse range of actors from the fields of education for sustainable development (ESD), global citizenship education (GCED), education for health and wellbeing under the broader “banner” of transformative education. 5ème Forum de l’UNESCO sur l’éducation transformatrice pour le développement durable, la citoyenneté mondiale, la santé et le bien-être: Recommandations pour l’action en vue d’une éducation transformatrice Год публикации: 2022 Организация-автор: UNESCO À la lumière des défis contemporains et émergents tels que le changement climatique, les idéologies violentes et haineuses, les conflits et les risques de pandémies mondiales, l'éducation doit enseigner aux jeunes les connaissances, les compétences, les valeurs et les attitudes nécessaires pour vivre en coopération, être flexibles, penser de manière critique, respecter la diversité, prendre soin de l'environnement et participer activement à la recherche de solutions, tant au niveau local que mondial.L'éducation transformatrice - telle qu'énoncée dans la cible 4.7 de l'objectif de développement durable 4 - est essentielle pour aider les individus à développer ces compétences. L'éducation transformatrice implique un enseignement et un apprentissage qui motivent et habilitent les apprenants à prendre des décisions et des actions éclairées aux niveaux individuel, communautaire et mondial. En mettant l'accent sur la durabilité, la citoyenneté mondiale, la santé et le bien-être pour tous, l'éducation transformatrice implique de veiller à ce que les programmes, la pédagogie, le matériel d'apprentissage, les écoles et les environnements d'apprentissage soient significatifs pour les contextes social, politique, économique, culturel et environnemental.Pour mieux comprendre les progrès concrets de l'éducation transformatrice, l'UNESCO et le Centre Asie-Pacifique d'éducation pour la compréhension internationale (APCEIU) ont co-organisé le 5e Forum de l'UNESCO sur l'éducation transformatrice pour le développement durable, la citoyenneté mondiale, la santé et le bien-être (29 novembre - 1er décembre 2021).La conférence a permis un dialogue productif entre un large éventail d'acteurs des domaines de l'éducation au développement durable (EDD), de l'éducation à la citoyenneté mondiale (ECM), de l'éducation pour la santé et le bien-être sous la « bannière » plus large de l'éducation transformatrice. 
Citizenship Education in the Global Digital Age: Thematic Paper Год публикации: 2022 Организация-автор: UNESCO This document, prepared by UNESCO Section on Global Citizenship and Peace Education with the contribution of Laura Engel and Evelyne Koumtingue, is part of several thematic papers developed by UNESCO to inform the Revision of the 1974 Recommendation concerning education for international understanding, co-operation and peace. These papers focus on topics that are not currently covered in the Recommendation but that require greater attention in the revised version in view of ensuring it addresses contemporary challenges to lasting peace. 
The Concept of Sustainability and Its Contribution Towards Quality Transformative Education: Thematic Paper Год публикации: 2022 Организация-автор: UNESCO This thematic paper explores the concept of sustainability and its contribution towards quality transformative education, and serves as a background document to clarify the scope and depth of the revised 1974 Recommendation. Specifically, this document presents the need to update and broaden the scope of the 1974 Recommendation by introducing the concept of sustainable development, and discussing the role of education in addressing contemporary global challenges in particular climate change and climate justice, peace, biodiversity loss, poverty and inequality, and discriminations and human rights. 
Freedom of Expression, Media and Information Literacy and Digital Competencies to Support Peace and Human Rights: Thematic Paper Год публикации: 2022 Организация-автор: UNESCO This document is part of the thematic papers developed by UNESCO to inform the Revision of the 1974 Recommendation concerning education for international understanding, co-operation and peace. It focuses on Freedom of Expression, Media and Information Literacy and Digital Competencies that are not currently covered in the Recommendation but that require greater attention in the revised version in view of ensuring it addresses contemporary challenges to lasting peace. 
Leave No Child Behind: Boys’ Disengagement From Education; Lesotho Case Study Год публикации: 2022 Автор: Paseka A. Mosia Организация-автор: 유네스코 In the framework of its work gender equality in and through education better understand boys’ disengagement from education, UNESCO commissioned five country case studies to inform the publication “Leave no child behind: Global report on boys’ disengagement from education”. National research teams examined the situation in five countries – Fiji, Kuwait, Lesotho, Peru and the United Arab Emirates.This case study presents the results from Lesotho. 
School Violence and Bullying of Children With Disabilities in the Eastern and Southern African Region: A Needs Assessment Год публикации: 2022 Автор: Thesandree Padayachee | Nithya Srinivasan | Mark Carew | Marcella Deluca | Amyn Lalji Организация-автор: Leonard Cheshire (UK) | 联合国教科文组织 (UNESCO) This study looked at the robustness of policy and legal frameworks and the needs of teachers and learners with disabilities in regard to addressing school violence and bullying within the Eastern and Southern African region. The study comprised both a policy analysis and primary qualitative research within five countries in the Eastern and Southern African region (Botswana, Kenya, Lesotho, South Africa and Zambia).