In 1945, UNESCO was created in order to respond to the firm belief of nations, forged by two world wars in less than a generation, that political and economic agreements are not enough to build a lasting peace. Peace must be established on the basis of humanity’s moral and intellectual solidarity.
À propos du cours L’Unesco propose ce programme de renforcement de capacité sur les standards internationaux et régionaux portant sur la liberté d'expression, l'accès à l'information et la sécurité des journalistes. Il s’adresse aux membres du judiciaire d’Afrique francophone. Cette formation en ligne, qui sera notamment mise en œuvre avec la Cour africaine des droits de l’Homme et des peuples, permettra de renforcer le rôle des acteurs judiciaires, en particulier des juges, sur ces questions. D'autres sujets seront également abordés, tels que les défis en matière de restriction de la liberté d'expression et l’exercice de ce droit à l’ère d’Internet. Ce programme vient s’insérer dans le cadre plus large de la mise en œuvre du Plan d'action des Nations Unies sur la sécurité des journalistes et la question de l'impunité, approuvé par le Conseil des Chefs de Secrétariat des organismes des Nations Unies en 2012 et reconnu par la Résolution de l’Assemblée générale des Nations Unies A/RES/68/163 du 18 décembre 2013.Le projet s’inscrit également dans le contexte de la coopération fructueuse existant entre l'UNESCO et de nombreux acteurs nationaux et régionaux en Afrique visant à promouvoir la liberté d’expression et sécurité des journalistes, comme l’illustre le protocole d’entente entre l’UNESCO et la Cour africaine des droits de l’Homme et des peuples signé le 14 août 2018. Format Chaque module du cours reprendra les textes juridiques et les jurisprudences sur les thèmes y référant. Ils seront illustrés par des vidéos où des acteurs phares du monde juridique présenteront des exemples concrets ou des éléments complémentaires. Les forums permettront aux apprenants d’interagir avec des juristes aguérris sur ces questions et d’échanger leurs propres expériences. A l’issue de chaque module, un quizz d’évaluation sera proposé. Enfin, deux facebook live seront proposés en semaine 2 et 4.
¿Por qué unirse a este curso?Las desigualdades representan uno de los principales desafíos que enfrenta América Latina y el Caribe, y constituyen una constante preocupación para sus gobiernos. Frente a estos escenarios cada vez más complejos, el diálogo fluido entre investigación social y políticas públicas resulta urgente y estratégico. Este curso aborda el actual panorama regional de las desigualdades, alerta sobre sus dramáticas consecuencias, y ofrece estrategias transformadoras que pueden diseñarse para mejorar las políticas sociales y la gestión pública.El curso está dirigido a un público amplio, comprometido con el debate social y con la acción pública en América Latina y el Caribe:Decisores políticosServidores públicosInvestigadoresEstudiantesLíderes sociales y gremialesGeneradores de opiniónActivistasPeriodistasDebido a que se trata de una Fase Piloto, en la Edición 2017 de este Curso podrán inscribirse interesados de los siguientes diez países de la región:ArgentinaChileColombiaHondurasEcuadorGuatemalaMéxicoParaguayRepública DominicanaVenezuelaNote: This course will be taught in Spanish.
Descripción de cursoEste curso explica los siete saberes fundamentales, expuestos por Edgar Morin, que la educación del futuro debe tratar, con vistas a reorientar la educación hacia el desarrollo sostenible. A través de ellos, se explican algunas claves estratégicas para concebir y actuar en el mundo contemporáneo, describiendo los principios que debemos tener presente al diseñar o reformar los sistemas y las prácticas educativas.El curso presenta un abordaje sistematizado y accesible para la comprensión integral de los siete saberes. Asimismo, se expone cómo este pensamiento contribuye a una mejor comprensión y acción hacia el logro de los Objetivos de Desarrollo Sostenible de la Agenda 2030.Utilizando abordajes teóricos y prácticos -con presentaciones realizadas por una vasta red de expertos, voces de organizaciones de la sociedad civil que aplican los saberes en su día a día, e incluso crónicas del propio Edgar Morin-el curso transita, a lo largo de siete módulos/semanas, cada uno de los saberes expuestos en la obra de referencia.
This first Ocean Literacy MOOC aims at sensitise and enable teachers and students to incorporate ocean literacy into educational programmes.Education in its broader understanding (in both formal and informal settings) serves as a high potential channel to reach young citizens. As a lack of sufficient ‘Ocean Literacy’ has been identified in many countries, this clearly presents a barrier for citizens to engage in ocean responsible behaviour or consider ocean-related careers.To overcome this, it is recommended to develop education to provide the capacity to understand environmental issues, to participate in decision-making processes and to bring about changes in behaviour. Ocean Literacy can be seen as a way of incorporating scientific literacy in practice in education, whereby scientific literacy not only refers to a person's knowledge of science but also to his or her ability to use this knowledge in making socially responsible decisions.Why Ocean Literacy?The Ocean is vitally important to Europe. The EU Member States have between them the largest maritime territory in the world (approx 3.9M sq. km) and a coastline of some 100,000 km. Over 16% of Europe’s population lives by the coast, of which 85% is now developed. 90% of all EU external trade goes by sea and European ship owners control almost 40% of the world fleet. According to the EU Blue Growth programme, the 'blue' economy represents 5.4 million jobs and generates a gross added value of almost €500 billion a year, with further growth possible. European seas contributed in shaping the history and economy of western societies, and the European lifestyles.
Climate change is a global problem we all must face. This course will deal with some of the key issues related to the ethical dimensions implied by climate change – learning especially from the problems faced as well as the resilience models formulated by the marginalized sectors of society or the so-called “Global South”.Understand the environmental problems and proposed solutions by the Global SouthAlthough the populations of the Global South have least contributed to the greenhouse gas emissions that have exacerbated the negative effects of climate change, they are also the ones who are most vulnerable to extreme weather conditions such as droughts, floods, typhoons, sea-level rise and desertification. Needless to say, these phenomena have profound social implications that may harm future generations.This situation raises some major ethical questions:To what extent are human beings entitled to exploit nature for their needs and interests?What kind of shared responsibility is appropriate in addressing climate change?How can we respond to the adverse effects of climate change being experienced by the peoples of the Global South?The effects of climate change disasters, however, are not only confined to the global south but are also felt by the more affluent sectors of societies or the Global North.In order to achieve a more sustainable world where nature can continue to support the aspirations for better living conditions for future and disadvantaged generations, a notion of justice that balances the ecological integrity of nature and the human beings’ rights to live and enjoy the fruits of their labor must be formulated.Learn about climate justiceFollowing the recommendation of UNESCO’s World Commission for the Ethics of Science and Technology (COMEST) in the promotion of Biological and Cultural Diversity as starting point of Climate Change Ethics, UNESCO is currently pioneering a worldwide reflection on the ‘ethical principles in relation to climate change’. Along the same line, within its philosophy programme, in 2014 UNESCO published the “Manual of Philosophy – A South-South Perspective”. This Manual sheds a new light on the singularity of some major philosophical texts and traditions from the Global South.This course has been built upon these two major undertakings. It will propose a notion of climate justice that balances the ecological integrity of nature, on the one hand, while supporting the biological and economic needs of human populations, on the other hand.Human needs and ecological integrity, therefore, need not be opposing but more supportive of one another in so far as human beings allow nature to regenerate herself by regulating their excessive consumption of natural resources.The course proposes groundbreaking reflections on Climate Justice, within the contexts of Biological and Cultural Diversity and the Precautionary Principle, while exploring the Global South’s approaches.Explore how humans can balance their needs with the needs of the planetAt the end of the course, you’ll learn about the various practices of frugality in the global south and enable you to adapt these practices to your own circumstances in view of contributing to the needs of the most vulnerable populations of society.You will also be able to imagine different ways of extracting natural resources without compromising the regenerating capacity of nature to sustain herself and thus continuously support the needs of all human beings.There are no special requirements for this course, but an interest in climate change and global justice might be useful.