الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 137 نتيجة
L'enseignement de la Shoah dans l'education nationale francaise (1945-1990) The author analyzes the place reserved for teaching about the Jewish genocide during World War II in the secondary education curriculum in France and how the subject is treated in history textbooks from 1945 to 1990. According to the author, developments and policy changes can be seen since the 1980s. (By Refdoc.fr) Integrating sustainable development in technical and vocational education and training: six case studies from Southern and Eastern Africa سنة النشر: 2010 المؤلف: Roland Dubois | Koontee Balgobin | Modesto Sylvester Gomani | Joy Kasandi Kelemba | Gabriel S. Konayuma | Matthews Lebogang Phiri | John W. Simiyu المؤلف المؤسسي: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The case studies in Southern and Eastern Africa were commissioned in Botswana, Kenya, Malawi, Mauritius and Zambia. They were carried out by writers connected with the UNEVOC Network as part of capacity building and of contributing to knowledge building and sharing. They have described and have analysed experiences, practices relating to integrating ESD in TVET programmes, primarily. Also, they have identified gaps for additional action so that the integration can be satisfactorily done. Through the case studies it is intended to build a pool of resources and tools of what works as part of the UNESCO-UNEVOC International Centre’s clearinghouse. Intégration du développement durable dans l'enseignement et la formation techniques et professionnels: six études de cas en Afrique australe et orientale سنة النشر: 2010 المؤلف: Roland Dubois | Koontee Balgobin | Modesto Sylvester Gomani | Joy Kasandi Kelemba | Gabriel S. Konayuma | Matthews Lebogang Phiri | John W. Simiyu المؤلف المؤسسي: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Les études de cas en Afrique australe et orientale ont été commandées au Botswana, au Kenya, au Malawi, à Maurice et en Zambie. Ils ont été réalisés par des auteurs liés au Réseau UNEVOC dans le cadre du renforcement des capacités et de la contribution à la construction et au partage des connaissances. Ils ont décrit et analysé les expériences, les pratiques relatives à l'intégration de la EDD dans les programmes d'EPT, principalement. De plus, ils ont identifié des lacunes pour des actions supplémentaires afin que l'intégration puisse être effectuée de manière satisfaisante. Grâce aux études de cas, il est prévu de constituer un pool de ressources et d'outils de ce qui fonctionne dans le cadre du centre d'échange du Centre international UNESCO-UNEVOC. 
Research on National Curriculum Standards and Framework سنة النشر: 2001 المؤلف: Cui Yunkuo This article is devoted to explaining the nature and framework of the national curriculum standards and the presentation techniques of the curriculum objectives. First, this article discusses the nature of the curriculum standard, describing the prescriptiveness of the curriculum standards, and then discussed the normative presentation of the curriculum standard framework. It also provides the framework of the first national curriculum standards in China and finally explains the presentation techniques of the course objectives, as well as the level of learning and behavioral verbs. 国家课程标准与框架的解读 سنة النشر: 2001 المؤلف: Cui Yunkuo 本文致力于阐释国家课程标准的性质、框架和课程目标的陈述技术。首先，探讨了课程标准的性质，对于课程标准的规定性作了描述。然后讨论了课程标准框架的规范性陈述方式，并提供了我国第一个国家课程标准的框架。最后阐述了课程目标的陈述技术，以及学习水平与行为动词等问题。 Education for sustainable development country guidelines for changing the climate of teacher education to address sustainability: putting transformative education into practice سنة النشر: 2011 المؤلف المؤسسي: UNESCO Jakarta This document on ESD Country Guidelines for TEIs is the result of the Regional Training Workshop Programme, titled “Developing Capacities of Teacher Education Institutions (TEIs) of Brunei Darussalam, Indonesia, Malaysia, Philippines and Timor-Leste in Reorienting Teacher Education to Address Sustainability” and has been developed by the five cluster countries of the UNESCO Office, Jakarta. The developed guidelines ultimately aim to reorient each country's curriculum, policies, standard practices and programmes to address sustainability and implement it in a tangible way. Although many idealistic descriptions of sustainability and sustainability education exist, faculties of education must decide which themes should receive particular focus and create their own guidelines and design criteria on this specific area. Therefore, these ESD Country Guidelines are significant initial steps to ensuring teacher education programmes fit the environmental, social, cultural and economic conditions and goals of each country's communities, regions and nations. Lignes directrices pour l'éducation au service du développement durable pour changer le climat de la formation des enseignants pour aborder la durabilité: mettre en pratique l'éducation transformatrice سنة النشر: 2011 المؤلف المؤسسي: UNESCO Jakarta Le présent document sur EDD pour les Institutions de Formations des Enseignants (IFE) est le résultat du Programme régional d'ateliers de formation intitulé «Développer les capacités des établissements d'enseignement de Brunei Darussalam, de l'Indonésie, de la Malaisie, des Philippines et du Timor-Leste pour réorienter la formation des enseignants pour la durabilité» et a été développé par les cinq pays du Bureau de l'UNESCO à Jakarta. Les lignes directrices élaborées visent en fin de compte à réorienter les programmes, les politiques, les pratiques et les programmes standard de chaque pays en vue d'aborder la durabilité et de la mettre en œuvre de façon tangible. Bien que de nombreuses descriptions idéalistes de la durabilité et de l'éducation en matière de durabilité existent, les facultés d'éducation doivent décider quels thèmes devraient recevoir une attention particulière et créer leurs propres lignes directrices et critères de conception dans ce domaine spécifique. Par conséquent, ces EDD directrices sont des étapes importantes pour assurer que les programmes de formation des enseignants correspondent aux conditions et aux objectifs environnementaux, sociaux, culturels et économiques des communautés, des régions et des nations de chaque pays. 
School knowlegde and curriculum standard سنة النشر: 2000 المؤلف: Zhong Qiquan Based on curriculum sociology, criticism towards school knowledge has been expanded. This article first discusses the problems of education in both Japan and China and then emphasizes the important relationship between quality value and curriculum standard. The four elements of school curriculum: curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation are also clarified with regard to design curriculum standard. 学校知识与课程标准 سنة النشر: 2000 المؤلف: Zhong Qiquan 基于课程社会学，对于学校知识的批判增加。文章首先讨论了中国和日本的教育问题，并强调了“素质价值”与课程标准间的重要关系。文章讨论了课程构成的四要素：课程目标、课程内容、课程实施和课程评价，及其与课程标准编制的关系。 
Regional handbook on life skills programmes for non-formal education سنة النشر: 2012 المؤلف المؤسسي: UNESCO Bangkok The Regional Handbook on Life Skills Programme for Non-formal Education (NFE) was developed for education policy makers, experts in curriculum development, materials development and trainers of personnel in the field of NFE, NFE practitioners such as Community Learning Centres (CLCs) personnel, teachers and facilitators, and researchers. It aims to provide information about life skills programmes and to serve as a practical guide to implement educational programmes to enhance life skills. It is expected to help NFE personnel with adopting, adapting and integrating life skills programmes in NFE. This Handbook consists of two parts as follows: Part one- overview of Life Skills Programme for Non-formal Education (NFE), Part Two- Practical Guide on Integrating Life Skills Programme in NFE. Part One provides answers to various questions related to life skills and life skills progrmmes. Part Two intends to provide practical information about the systematic planning and implementation of life skills programmes for NFE. It offers suggested steps for curriculum development, development of teaching and learning materials, delivery of life skills programmes and monitoring and evaluation strategies. Details of this process are elaborated for NFE practitioners at various levels, but in particular at the community level. This Handbook was developed based on the project outputs of UNESCO Bangkok's 'Life Skills Learning through Non-formal Education" carried out in Asia and the Pacific region from 2003-2006 within the framework of Asia-Pacific Programme of Education for All (APPEAL). The project consisted of country studies, regional meetings, pilot projects and action research in selected countries in the region. A group of experts from the region consolidated the main outputs of the project and developed this Handbook through a series of workshops in 2006-2007 in coordination with UNESCO Bangkok and the office of Non-formal and Informal Education (ONIE) of Thailand Ministry of Education. In addition, resource materials of various organizations including United Nations agencies, government institutions, universities and NGOs were also collected and used for developing this Handbook.