Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 91
Green Technology Book 2022: Solutions for Climate Change Adaptation Год публикации: 2022 Организация-автор: World Intellectual Property Organization WIPO’s new Green Technology Book puts innovation, technology and intellectual property at the forefront in the fight against climate change. This inaugural edition focuses on available solutions for climate-change adaptation, which aim to reduce vulnerability and increase resilience to climate impacts. The Green Technology Book comes at a time when we are all experiencing the effects of climate change. It concentrates on three areas where climate impacts are important: agriculture and forestry, water and coastal regions, and cities. A practical guide for those struggling with climate change firsthand, the book showcases 200 solutions for climate-change adaptation that are readily available or in the making. The findings build on the WIPO GREEN Technology Database, which connects green technology providers from around the world with those seeking environmentally friendly solutions. The Green Technology Book is a source of encouragement and inspiration, demonstrating the diversity of solutions available and ready to be scaled up.1. Climate change adaptation and technology2. Innovation and transfer of solutions3. Agriculture and forestry4. Water and coastal regions5. Cities6. Conclusion and recommendations 
2018 grant completion report. Afghanistan Год публикации: 2019 Организация-автор: UNICEF Afghanistan This is the completion report of GPE’s program in Afghanistan, which ran from 2012 to 2018. Overall, it appears education access and equity has been improved in target districts, and some of these effects promise to persist beyond the program period.Community engagement in schooling has also improved, as well as school performance. Target schools have safer and more conducive learning environments for children, and monitoring of education pathways has also improved.Schools have been reopened, and numbers of female teachers in target areas have grown. Finally, the Ministry of Education and national education sectors have seen advances in institutional capacity, and national aid coordination mechanisms also seem to have improved. 
Global Status Report on Preventing Violence Against Children 2020: Executive Summary Год публикации: 2020 Организация-автор: World Health Organization (WHO) The Global status report on preventing violence against children 2020 charts countries’ progress towards the SDGs aimed at ending violence against children. Jointly published by WHO, UNICEF, UNESCO, the UN Secretary-General’s Special Representative on Violence against Children, and the Global Partnership to End Violence against Children, it collates inputs from over 1000 decision-makers in 155 countries who assessed their violence prevention status against the evidence-based approaches set out in INSPIRE: Seven strategies for ending violence against children. The report shows that while many of the participating countries are taking some action, government officials from these same countries acknowledge that their efforts are clearly insufficient to achieve the SDG targets. The report concludes with recommendations for boosting INSPIRE implementation efforts and accelerating national progress. 
Sharing Malaysian experience in participation of girls in STEM education Год публикации: 2016 Организация-автор: UNESCO International Bureau of Education (IBE) The Malaysia government has placed STEM as a focus in developing the country towards achieving the status of a developed nation. The government acknowledges the role of women as equal partners in nation building. Thus, various policies ranging from economy, education, women’s welfare and human resources have been formulated through the years. These policies have resulted in among others, the increase in women researchers from 35.8% in 2004 to 49.9% in 2012 as well as more women’s participation in selected STEM courses at the tertiary level. A total of 84 girls’ day schools with 6 of them as residential STEM Girls’ schools have been built since 1939. There are many female role models in STEM for the girls to emulate. This has been made possible by the successful implementation of the various policies related to women in STEM as well as innovative measures in facing the continuing challenges in STEM education. 
Ten Clues for Rethinking Curriculum (In-Progress Reflection; No. 42, 2021) Год публикации: 2021 Автор: Renato Opertti Организация-автор: UNESCO International Bureau of Education (IBE) This discussion document highlights the urgency of rethinking curriculum in light of reinforcing the commitments of the Education 2030 Agenda on learning, disruptive systemic worldwide societal changes, and crucially, the profound transformation of education and education systems post Covid-19. Curriculum is always at the core of giving effect to social aspirations and ideals on the why, what, how, when, and where of teaching, learning, and assessing. We propose a series of 10 interconnected clues to deepen on the systemic and holistic understanding of curriculum as contributing to lay foundations for a better, sustainable and fair future. These clues are: understanding the new generations; combatting factors related to vulnerability; reinforcing understanding between school and families; deepening glo-local education; enhancing the focus on the person; promoting synergies among values; valuing diversity; focusing on education that enhances freedom; moving toward hybrid modes of education; and inspiring affection for educators. 
Citizenship education in Latin America: priorities of school curricula (IBE working papers on curriculum issues no. 14) Год публикации: 2014 Автор: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme Организация-автор: UNESCO International Bureau of Education (IBE) This work focuses on the curricula of six Latin American countries – Colombia, Chile, the Dominican Republic, Guatemala, Mexico and Paraguay – which at the close of the past decade agreed to be part of the project Regional System of Evaluation and Development of Citizenship Competencies (SREDECC). With the support of the Inter-American Development Bank, SREDECC developed the Latin American module of the International Civic and Citizenship Study (ICCS- 2009) undertaken by the International Association for the Evaluation of Educational Achievement (IEA), in addition to encouraging the participation of the countries in that study (Cox 2010; Schulz, Ainley, Friedman and Lietz 2011).This document comprises four parts. The first section takes stock of the state of democratic belief in the region, drawing upon the most significant opinion studies of the past decade, so as to offer broader meaning bases for curriculum analysis and, more generally, for educational work in the field of citizenship. The second section describes the organizational (or structural) characteristics of the curricula of the six countries and presents a framework of categories for their comparative analysis. The subsequent section describes and analyses the contents of the six curricula examined and how they deal with the values, institutions and citizenship relations in their civic (political) and civil (coexistence) dimensions. On the basis of the most significant findings, the closing section includes some reflections regarding curriculum development with regard to citizenship. Éducation à la Citoyenneté en Amérique latine: les priorités de programmes scolaires(BIE papiers de travail sur les questions de curriculum no.14) Год публикации: 2014 Автор: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme Организация-автор: UNESCO International Bureau of Education (IBE) Ce travail se concentre sur les programmes de six pays d'Amérique latine - Colombie, le Chili, la République dominicaine, le Guatemala, le Mexique et le Paraguay - qui à la fin de la dernière décennie aCECpté de faire partie du projet de système régional d'évaluation et de développement des compétences citoyennes (SREDECC). Avec le soutien de la Banque interaméricaine de développement, SREDECC latino-américaine a développé le module de l'Étude internationale civique et la citoyenneté (ICCS- 2009) Pratiqué par l'Association internationale pour l'évaluation du rendement scolaire (AIE), en plus d'encourager la participation des clubs de pays dans cette étude (Cox 2010, Schulz, Ainley, Friedman et Lietz 2011). Ce document comprend quatre parties. La première section fait le point sur l'état de croyance démocratique dans la région, en tirant sur les études d'évaluation les plus importants de la dernière décennie, de manière à offrir la base de sens plus large pour l'analyse des programmes et, plus généralement, pour le travail éducatif dans le domaine de la citoyenneté . La deuxième section décrit les caractéristiques organisationnelles (ou structurelles) des programmes d'études des six clubs de pays et présente un cadre de catégories pour leur analyse comparative. La section suivante décrit le contenu et les analyses des six programmes examinés et comment ils traitent avec les valeurs, les institutions et les relations de citoyenneté dans leurs civiques (politiques) et civiles (coexistence) dimensions. Sur la base des conclusions les plus importantes, la section de fermeture comprend quelques réflexions concernant le développement de curriculum vitae à l'égard de la citoyenneté. Educación ciudadana en América Latina: prioridades de los currículos escolares (IBE working papers on curriculum issues no. 14) Год публикации: 2014 Автор: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme Организация-автор: UNESCO International Bureau of Education (IBE) This work focuses on the curricula of six Latin American countries – Colombia, Chile, the Dominican Republic, Guatemala, Mexico and Paraguay – which at the close of the past decade agreed to be part of the project Regional System of Evaluation and Development of Citizenship Competencies (SREDECC). With the support of the Inter-American Development Bank, SREDECC developed the Latin American module of the International Civic and Citizenship Study (ICCS- 2009) undertaken by the International Association for the Evaluation of Educational Achievement (IEA), in addition to encouraging the participation of the countries in that study (Cox 2010; Schulz, Ainley, Friedman and Lietz 2011).This document comprises four parts. The first section takes stock of the state of democratic belief in the region, drawing upon the most significant opinion studies of the past decade, so as to offer broader meaning bases for curriculum analysis and, more generally, for educational work in the field of citizenship. The second section describes the organizational (or structural) characteristics of the curricula of the six countries and presents a framework of categories for their comparative analysis. The subsequent section describes and analyses the contents of the six curricula examined and how they deal with the values, institutions and citizenship relations in their civic (political) and civil (coexistence) dimensions. On the basis of the most significant findings, the closing section includes some reflections regarding curriculum development with regard to citizenship. 
Citizenship education in Latin America: Priorities of School Curricula Год публикации: 2014 Автор: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme Организация-автор: UNESCO International Bureau of Education (IBE) This work focuses on the curricula of six Latin American countries – Colombia, Chile, the Dominican Republic, Guatemala, Mexico and Paraguay – which at the close of the past decade agreed to be part of the project Regional System of Evaluation and Development of Citizenship Competencies (SREDECC). With the support of the Inter-American Development Bank, SREDECC developed the Latin American module of the International Civic and Citizenship Study (ICCS- 2009) undertaken by the International Association for the Evaluation of Educational Achievement (IEA), in addition to encouraging the participation of the countries in that study (Cox 2010; Schulz, Ainley, Friedman and Lietz 2011). This document comprises four parts. The first section takes stock of the state of democratic belief in the region, drawing upon the most significant opinion studies of the past decade, so as to offer broader meaning bases for curriculum analysis and, more generally, for educational work in the field of citizenship. The second section describes the organizational (or structural) characteristics of the curricula of the six countries and presents a framework of categories for their comparative analysis. The subsequent section describes and analyses the contents of the six curricula examined and how they deal with the values, institutions and citizenship relations in their civic (political) and civil (coexistence) dimensions. On the basis of the most significant findings, the closing section includes some reflections regarding curriculum development with regard to citizenship. Educación Ciudadana en América Latina: Prioridades de los Currículos Escolares Год публикации: 2014 Автор: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme Организация-автор: UNESCO International Bureau of Education (IBE) El documento se organiza en cuatro partes. En la primera se da cuenta del estado de la creencia democrática en la región, recurriendo a evidencia de los estudios de opinión más importantes de la última década, de modo de ofrecer contexto y bases de significado amplios al análisis curricular, así como, más en general, al trabajo educativo en el área de ciudadanía. En la segunda sección se describe las características organizativas (o de estructura) de los currículos de los seis países y se presenta un esquema de categorías para el análisis comparado de los mismos. La sección siguiente describe y analiza los contenidos de los seis currículos examinados y su tratamiento de los valores, las instituciones y las relaciones de ciudadanía, en su dimensión cívica (política) y civil (convivencia). A partir de los hallazgos más importantes, la sección de cierre ofrece unas reflexiones orientadas al desarrollo curricular en el área.