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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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The end of national models? Integration courses and citizenship trajectories in Europe سنة النشر: 2007 المؤلف: Dirk Jacobs, Andrea Rea Several European countries have recently introduced, or are planning to introduce, citizenship trajectories (voluntary or obligatory inclusion programmes for recent immigrants) or citizen integration tests (tests one should pass to be able to acquire permanent residence or state citizenship). Authors such as Joppke claim that this is an articulation of a more general shift towards the logic of assimilation(and away from a multicultural agenda) in integration policy paradigms of European states. Integration policies would even be converging in such a fashion that it would no longer make sense to think in terms of national models for immigrant integration. The empirical fact of diffusion of civic integration policies throughout Europe cannot be denied. This paper claims that there is, however, still sufficient distinctiveness between immigrant integration policies in order to continue and use an analytical framework that distinguishes national models. 
Curriculum Development and Review for Democratic Citizenship and Human Rights Education سنة النشر: 2016 المؤلف المؤسسي: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all. Élaboration et révision des programmes d'enseignement pour l'éducation à la citoyenneté démocratique et aux droits de l'homme سنة النشر: 2016 المؤلف المؤسسي: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all. Разработка и пересмотр учебных программ по воспитанию демократической гражданственности и образованию в области прав человека سنة النشر: 2016 المؤلف المؤسسي: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all. Citizenship education in Latin America: priorities of school curricula (IBE working papers on curriculum issues no. 14) سنة النشر: 2014 المؤلف: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme المؤلف المؤسسي: 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 (IBE working papers on curriculum issues no. 14) سنة النشر: 2014 المؤلف: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme المؤلف المؤسسي: 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) سنة النشر: 2014 المؤلف: Cristián Cox | Martín Bascopé | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme المؤلف المؤسسي: 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. 
Education for Citizenship in the Caribbean: A Study on Curricular Policy and Teacher Training in Cuba, Haiti and the Dominican Republic سنة النشر: 2005 المؤلف: Cheila Valera Acosta المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) | Facultad Latinoamericana de Ciencias Sociales (FLACSO) This study aims to describe teacher training and curricular policy for the primary and secondary levels in relation to education for citizenship in Cuba, Haiti and the Dominican Republic and make practical recommendations for improvements in the quality of design and implementation of these initiatives in the three countries.The following are some of the conclusions: At the start of the twenty-first century, Cuba, the Dominican Republic and Haiti share a context in which the processes of democratization have encountered obstacles connected with their colonial heritage, the hegemony of the European nations and the influence and direct interference from United States geopolitical, economic and cultural power.These democracies have developed from long and violent political dictatorships, which established authoritarian and restrictive institutional mechanisms for the day-to-day administration of public affairs. Public policies on education for citizenship should therefore take account of the contradictions faced by the democratizing processes and of the complex cultural impact on the development of social identities brought about by the phenomenon of mass migration.These issues and the tensions arising from social and economic inequalities are inadequately addressed in the three countries’ curricula and teacher training policies.There are legal bases integrating education for citizenship as part of the State’s educational responsibilities in all three countries. Education for citizenship is intended as a specific subject for the primary and secondary school levels.Educational proposals are required that can provide the population with greater understanding of community life, skills for confronting traditional ideological indoctrination, and for learning to live together while recognizing differences, and for helping to educate the imagination for a broader view of human affairs and our responsibilities with regard to them.The actors involved in teacher training in the three countries consider it a key tool for the democratic development of societies. Their main criticisms indicate that there is a need to improve the contents and the approaches to teacher training so that they can respond to the current challenges of these societies from an interdisciplinary standpoint consistent with the stated educational goals. Educación para la ciudadanía en el Caribe: estudio sobre política curricular y de formación docente en Cuba, Haití y República Dominicana سنة النشر: 2005 المؤلف: Cheila Valera Acosta المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) | Facultad Latinoamericana de Ciencias Sociales (FLACSO) Este documento describe la política curricular de los niveles primarios y secundarios así como la formación docente relacionada con educación para la ciudadanía en Cuba, Haití y República Dominicana con el propósito de realizar recomendaciones prácticas que puedan mejorar la calidad en el diseño e implementación de estas iniciativas en los tres países seleccionados. Education à la citoyenneté dans les Caraïbes: une étude sur la politique des programmes et la formation des enseignants à Cuba, en Haïti et en République Dominicaine سنة النشر: 2005 المؤلف: Cheila Valera Acosta المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) | Facultad Latinoamericana de Ciencias Sociales (FLACSO) Cette étude vise à décrire la formation des enseignants et de la politique des programmes d'études pour les niveaux primaire et secondaire par rapport à l'éducation à la citoyenneté à Cuba, en Haïti et en République dominicaine et faire des recommandations pratiques pour l'amélioration de la qualité de la conception et la mise en œuvre de ces initiatives dans les trois pays .Voici quelques-unes des conclusions:Au début du XXIe siècle, Cuba, la République Dominicaine et Haïti partagent un contexte dans lequel les processus de démocratisation ont rencontré des obstacles liés à leur héritage colonial, l'hégémonie des nations européennes et l'influence et l'ingérence directe de Etats-Unis puissance géopolitique, économique et culturelle.Ces démocraties ont développé des dictatures politiques longues et violentes, qui ont établi des mécanismes institutionnels autoritaires et contraignantes pour l'administration des affaires publiques au jour le jour. Les politiques publiques en matière d'éducation à la citoyenneté doivent donc tenir compte des contradictions rencontrées par les processus de démocratisation et de l'impact culturel complexe sur le développement des identités sociales provoquées par le phénomène de la migration de masse.Ces questions et les tensions résultant des inégalités sociales et économiques ne sont pas suffisamment abordés dans les programmes scolaires et la formation des enseignants des politiques des trois pays.Il y a des bases juridiques intégrant l'éducation à la citoyenneté dans le cadre des responsabilités éducatives de l'Etat dans les trois pays. Education à la citoyenneté est conçue comme un sujet spécifique pour les niveaux primaire et secondaire.propositions pédagogiques sont nécessaires qui peuvent fournir à la population avec une plus grande compréhension de la vie communautaire, les compétences pour faire face à l'endoctrinement idéologique traditionnelle, et pour apprendre à vivre ensemble, tout en reconnaissant les différences, et pour aider à éduquer l'imagination pour une vision plus large des affaires humaines et nos responsabilités en ce qui concerne eux.Les acteurs impliqués dans la formation des enseignants dans les trois pays considèrent comme un outil clé pour le développement démocratique des sociétés. Leurs principales critiques indiquent qu'il ya un besoin d'améliorer le contenu et les approches de la formation des enseignants afin qu'ils puissent répondre aux défis actuels de ces sociétés à partir d'un point de vue interdisciplinaire cohérent avec les objectifs éducatifs énoncés