الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 105 نتيجة
Education of Syrian Refugee Children: Managing the Crisis in Turkey, Lebanon, and Jordan سنة النشر: 2015 المؤلف: Shelly Culbertson | Louay Constant المؤلف المؤسسي: RAND Corporation With four million Syrian refugees as of September 2015, there is urgent need to develop both short-term and long-term approaches to providing education for the children of this population. This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees — Turkey, Lebanon, and Jordan — and analyzes four areas: access, management, society, and quality. Policy implications include prioritizing the urgent need to increase access to education among refugees; transitioning from a short-term humanitarian response to a longer-term development response; investing in both government capacity to provide education and in formal, quality alternatives to the public school systems; improving data in support of decisionmaking; developing a deliberative strategy about how to integrate or separate Syrian and host-country children in schools to promote social cohesion; limiting child labor and enabling education by creating employment policies for adults; and implementing particular steps to improve quality of education for both refugees and citizens. 
Transformative Education for Global Citizenship in the Spanish Education System: Recommendations for Its Incorporation and Approach سنة النشر: 2022 المؤلف: Fabiola Fares Sade | Carolina Del Río Usábel | Yénifer López Ramos | Marta Martín Pastor | Elisabet Santpere Baro المؤلف المؤسسي: Movement for Transformative Education and Global Citizenship This document is the Report corresponding to the research commissioned by the Movement for Transformative Education and Global Citizenship to the University of Santiago de Compostela within the framework of the agreement "For a transformative education and for Global Citizenship committed to the fulfillment of the SDGs" led by the NGOs Alboan, Entreculturas, InteRed and Oxfam Intermón, which has been approved and financed by the Spanish Agency for International Development Cooperation, AECID. This publication aims to highlight the most significant elements of the analysis and conclusions obtained in the research, whose ultimate objective is to state recommendations for the inclusion of Transformative Education approaches for Global Citizenship in the formal education system. These recommendations seek to be a contribution to the intersectoral dialogue between the different agents with responsibilities in the educational field, both at the state and regional level. 
Supporting women participation in higher education in Eastern Africa: building sustainable and equitable higher education systems in Kenya, South Sudan and Uganda سنة النشر: 2023 المؤلف: Winnie V. Mitullah | Sibrino Forojalla | Benon Basheka | Saidou Sireh Jallow | Endris Adem Awol | Scheherazade Feddal | Daniele Vieira do Nascimento المؤلف المؤسسي: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) | UNESCO Nairobi <Executive Summary>Some takeaways from the Report:Policy frameworks and various legislations have enhanced the implementation of programs aimed at improving women’s education from primary school to university level. At the Higher Education (HE) level, some progress has been made, but the institutions are lagging behind in having gender parity, more so in top leadership positions. Men dominate leadership positions. At lower education levels, progress is hampered by socio-economic and cultural gender inequities, and limited resources. Socio-cultural practices such as Female Genital Mutilation (FGM) and early marriages have also had a negative effect on women’s advancement to HE.There are multiple factors that hinder women’s participation in HE and in reaching leadership positions. These include fewer women having PhD, maternal household engagement, limited time for participation in research and related activities that are a requirement for upward mobility as well as lack of child care and women-friendly facilities within universities. Ongoing mainstreaming of gender in HE is improving the situation, albeit minimal. More effort is needed to increase the number of women in HE. In addition, there is limited administrative commitment on the part of the universities to address gender inequality in leadership positions.Overall, HE institutions have not fully exploited opportunities that exist for gender advancement in HE, including potential partnerships for supporting the advancement of women. There is need for effective governance to achieve gender equality and collaboration between HE institutions, and development partners through public-private partnerships. Such partnerships have the potential for making resources available and for funding opportunities to enhance the support to women students, in particular those undertaking STEM courses which require more time for study.In Kenya, higher education has evolved over time from the technical and commercial institute in Nairobi – the Royal Technical College of East Africa – established in 1951 to offer technical courses within the East Africa region. The college was transformed to Royal Technical College in 1961, and later to the University of Nairobi in 1970. From this initial one university, Kenya currently has 32 chartered public universities, 9 public university constituent colleges, 21 chartered private universities and 3 private university constituent colleges.In South Sudan, at its commencement, missionary education did not provide for girls. When schools re-opened in August 1956, the Sudanese government authorities maintained the closure of the girls’ schools, irrespective of whether government or missionary, for the following four to five years. The impact has been the severe retardation of girls’ education for almost a generation. Tradition and tribal customs regarding gender equity are still very strong and dominant in everyday life. Consequently, traditional male stereotypes also dominate within almost all higher education institutions, including the Ministry of Higher Education (MoHEST) itself. This research is in fact the first time an effort is being made to investigate the participation of women in HE and in leadership positions in universities and other tertiary institutions. This explains the very limited response to the questions sent out to the institutions outside Juba. Today, however, a good start has been made in advancing girls’ education in general.In Uganda, under similar circumstances, women do not have good access to higher level jobs, positions, voice and wealth like men. The low representation of women in leadership positions in higher education institutions in the country can be traced back to the late start in women’s enrollment in modern schooling due to a number of factors. 
SDG-4: Flexible Learning Pathways in Higher Education – from Policy to Practice: An International Comparative Analysis سنة النشر: 2022 المؤلف: Michaela Martin | Uliana Furiv المؤلف المؤسسي: UNESCO International Institute for Educational Planning (IIEP) Higher education systems across the world are currently faced with a massive influx of learners with more diverse needs. They are expected to respond to this growing diversity through a more flexible learning offer and pathways that allow all learners, including those from disadvantaged groups, to access, progress through, and complete, higher education.To enhance knowledge on how to provide increased flexibility in higher education, IIEP–UNESCO undertook an international research project on SDG-4: Planning for Flexible Learning Pathways (FLPs) in Higher Education. The project included a stocktaking of policies, instruments, and practices, an international survey among UNESCO Member States, and eight in-depth country studies on Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the UK.This book presents the findings from the research, including a cross-country analysis of available FLP policies and practices, and how they enhance equitable higher education systems. It also presents a series of country experiences with innovative approaches to alternative entry, flexible progression, and governance systems in support of FLPs. 
Developing Adult Education and Training Policies for Sustainable Development: A Case Study of the State of Kuwait سنة النشر: 2017 المؤلف: Sabika Hussain Bursli المؤلف المؤسسي: Tanta University In this article, the author presents the case of Kuwait in relation to adult education. The article analyzes the current Kuwaiti policies related adult education in light of sustainable development requirements. 
National meeting on peace education: working papers; report سنة النشر: 2015 المؤلف المؤسسي: Encuentro de Educacion para la Paz y los Derechos Humanos This document presents the most relevant reflections and commitments made up from the First National Encounter of Education for Peace and Human Rights, which took place on July 29th of 2014, with the participation of the Mayors, Secretaries of Education from the different territories of Colombia, governmental organizations, NGO's and multilateral agencies. 
Singapore’s educational reforms toward holistic outcomes: (Un)intended consequences of policy layering سنة النشر: 2023 المؤلف: Dennis Kwek | Jeanne Ho | Hwei Ming Wong المؤلف المؤسسي: Center for Universal Education at Brookings In the transition from economic imperatives to holistic drivers, there has been a gradual move over five policy phases (from 1965 to 2022 and beyond) toward curriculum and school diversification to cater to different students, with more autonomy given to schools to innovate their pedagogy and improve instructional quality to meet their students’ unique needs. Importantly, there has been a shift in policy rhetoric from focusing on educational structures to focusing on pedagogy and instructional quality. To shift pedagogy from being mainly didactic in nature—with emphasis on preparing students for national examination—the Singapore government recognized the need to focus on school leaders’ and teachers’ capacity building to enable new curricula and teaching practices. The school cluster structure was initiated in 1997 to enable collaboration and learning among school leaders, key personnel, and teachers. Opportunities for collaborative teacher learning are provided at different ecological levels: professional learning communities (PLCs) within schools and networked learning communities (NLCs) across schools. Beyond the education system, the Singapore government works with other ministries and community organizations, such as ethnic self-help organizations, to tackle educational equity issues. Ultimately, even though the official policy narrative post-1997 has been a de-emphasis on examination results and educational infrastructure to help improve the instructional quality in schools toward holistic outcomes and improved student well-being have been developed, education systems building co-exists with an alternative underlying shadow education system valued by parents who continue to chase narrow academic outcomes. Tuition and enrichment centers in Singapore constitute the shadow education system. 
The Comprehensive Learning Diagnosis: Chile’s approach to assess socio-emotional learning in schools سنة النشر: 2023 المؤلف: José Weinstein | Juan Bravo المؤلف المؤسسي: Center for Universal Education at Brookings Education in Chile has important challenges of quality, equity, and social integration. For decades, policies tried to respond to these concerns with a high-stakes accountability institutional framework, which has not had success. The underlying vision of educational quality was limited. The assessment system in place privileged cognitive and academic dimensions of educational results. Socio-emotional learning had been neglected or considered secondary, without an infrastructure of assessment tools that allowed teachers and principals to diagnosis students’ situations and monitor their progress. The COVID-19 crisis was an opportunity for change: Students’ socioemotional needs were a main concern for schools and society, and the regular accountability system based on standardized tests was interrupted. Subsequently, the Comprehensive Learning Diagnosis (DIA) was launched by the Education Quality Agency. The DIA is a voluntary assessment tool made available to all Chilean schools. The DIA promotes the comprehensive development of students, providing timely information and guidance to internally monitor students’ learning in the academic and socio-emotional domains at several points during the school year. Specifically, with respect to socio-emotional learning, three areas were considered: personal, community, and citizenship. In each of these areas, a set of socioemotional skills were defined, operationalized, and became possible to monitor by school communities. The DIA also collects students’ opinions of school management practices regarding socio-emotional skills. The DIA has received a wide acceptance in school communities. Despite being voluntary, an ample majority of schools decided to participate. The information collected from the DIA allows for practical use by principals and teachers. Moreover, the DIA provides the opportunity for students to inform school management. The new Chilean government has decided to strengthen DIA as an important component in a four-year national plan for reactivating academic and socio-emotional learning in schools. The previous high-stakes accountability system, which involved external assessments, has been suspended and is under discussion. The DIA experience has shown that critical social and educational situations can provide fertile ground to motivate deep and rapid transformation, if an educational actor (in this case the Education Quality Agency) is capable of enacting a pertinent, timely, and practical response to school needs. The DIA is not only an example of productive uses of students´ assessment by schools, but also a demonstration that it is possible to build an institutional arrangement among local, intermediate, and national levels of school systems, where a vertical hierarchy is changed by a collaborative relationship based on local agency, mutual trust, and differentiated technical contributions. 
Evaluating the Link between Conflict and Education سنة النشر: 2005 المؤلف: Lynn Davies المؤلف المؤسسي: SAGE Publishing This paper examines two areas of important evaluation: the impact of education on peace and the impact of education on conflict, and argues that they are not necessarily the same type of evaluation. 
Education in the twenty‐first century: Conflict, reconstruction and reconciliation1 سنة النشر: 2005 المؤلف: Alan Smith المؤلف المؤسسي: Taylor & Francis This paper is an attempt to map out an emerging and increasingly important field of study concerning the relationship between education and conflict. The paper argues that actions through various ‘entry points’ at each of these levels carry the potential to exacerbate or ameliorate conflict and suggests that a systemic analysis of investments in education systems from a conflict perspective should be a routine part of educational planning.