الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 1,295 نتيجة
From Rights to Country-Level Action: Results of the Tenth Consultation of Member States on the 1960 Convention and Recommendation سنة النشر: 2022 المؤلف: Rolla Moumné | Sharlene Bianchi المؤلف المؤسسي: UNESCO The year 2020 marked a turning point for education worldwide. The impact of the COVID-19 pandemic not only amplified the difficulties and revealed existing weaknesses, but also brought the unpreparedness and lack of resilience of national education systems to the fore.The tenth consultation on the 1960 Convention against Discrimination in Education was conducted in precisely this context.Providing a valuable opportunity for States to take stock of the progress made in implementing Convention and sharing interesting national practices, the Consultation revealed continuous and new challenges the education sector faces. The unique timing of the consultation also created an opportunity to report on actions taken to faceadverse effects of the pandemic. This report analyzes and presents the Consultation findings, draws trends, and provides guidance for action. It shows how, by implementing the provisions of the Consultation, States can accelerate progress towards achieving Sustainable Development Goal 4, while invites a reflection on possibly reviewing the framework of the right to education to further respond to new challenges and put an end to increased inequalities worldwide. 
K-12 AI Curricula: A Mapping of Government-Endorsed AI Curricula سنة النشر: 2022 المؤلف المؤسسي: UNESCO Regulations on their own are insufficient to ensure AI as a common good for education and for humanity. All citizens need to be equipped with some level of AI literacy covering the values, knowledge and skills relating to AI. This report features key findings and recommendations of UNESCO’s global survey on AI curricula for K-12. It reveals that only 11 countries have developed and endorsed K-12 AI curricula and another four countries have AI curricula in development. This is a strong call for Member States to develop AI curricula for K-12 students, and to build stronger mechanisms to validate non-governmental AI curricula offered to balance the private-driven approach. The report also reveals that the learning outcomes of AI curricula need to be more focused on fostering creativity in crafting AI technologies and on contextual ethics. Teacher training is key to ensure the implementation of AI curricula, and teachers need to be trained on designing and facilitating project-based learning which is the most commonly used pedagogical methodology in existing AI curricula. The report also advises an ‘agnostic approach’ towards AI brands and products when introducing domain-specific AI technologies. 
De l’accès à l’autonomisation: Outils opérationnels pour promouvoir l’égalité des genres dans et par l’éducation سنة النشر: 2021 المؤلف المؤسسي: UNESCO Ce guide a été conçu pour renforcer la capacité individuelle et institutionnelle à intégrer de manière efficace l’égalité des genres aux programmes éducatifs. Ce guide a été préparé pour l’ensemble du personnel du Secteur de l’éducation de l’UNESCO, notamment pour celles et ceux travaillant au Siège, dans les bureaux hors Siège/régionaux/multipays et dans les instituts, ainsi que pour les partenaires d’exécution. Ce guide fournit des outils d’orientation et opérationnels pour intégrer efficacement le genre à tous les programmes relatifs à l’éducation. La première partie est une présentation succincte des concepts clés de l’égalité des genres dans et par l’éducation, et un aperçu de la manière dont l’égalité des genres dans l’éducation s’inscrit dans la vision de l’UNESCO et dans les objectifs fixés au niveau international. La deuxième partie fournit des conseils pratiques sur la manière d’intégrer l’égalité des genres aux programmes éducatifs, d’élaborer des programmes transformateurs et, enfin, de suivre et d’évaluer les résultats en matière de genre dans les programmes éducatifs. 
Flexible Strategies for Ensuring Quality Learning Outcomes in Education in Emergencies: NEQMAP 2021 Thematic Review سنة النشر: 2021 المؤلف: Pina Tarricone | Ian Teo | Kemran Mestan | Kris Sundarsagar | Ashtamurthy Killimangalam | Nordin Abd Razak المؤلف المؤسسي: UNESCO Bangkok The COVID-19 pandemic has interrupted schooling for students globally and challenged how policy-makers might respond and recover from this protracted emergency. In collaboration with NEQMAP, the GEM Centre has conducted a rapid review of policy and practice documents for 14 countries, and an online survey with policy-makers in 7 of them to identify the types of flexible learning strategies that were implemented over the course of this pandemic. An education in emergencies Policy Monitoring Framework was used both to guide the analysis of documents and survey data, and to provide the basis for reporting findings. 
Guide d'activités en éducation à la citoyenneté mondiale: Pour le maternel سنة النشر: 2021 المؤلف المؤسسي: Annoncer la Couleur (ALC) | Enabel En 2020, dans le cadre du Pacte pour un Enseignement d'excellence, la Fédération Wallonie-Bruxelles (FWB) a adopté un nouveau référentiel de compétences initiales pour le maternel. Dans celui-ci nous retrouvons des compétences dans les domaines 2 (Éveil aux langues), 4 (Éducation à la philosophie et à la citoyenneté) 6 et 7 (Visées transversales) nous paraissent être les véritables pierres angulaires permettant aux élèves de devenir des citoyen·nes du monde responsables, capables de contribuer au développement d’une société démocratique, solidaire, pluraliste et ouverte à toutes les cultures.L’école maternelle est donc le lieu où se construit un véritable vivre-ensemble harmonieux, où l’on inculque une culture de tolérance, de respect mutuel, de bienveillance avant que les préjugés ne naissent. Elle va permettre à l’enfant d’acquérir progressivement le statut d’élève et découvrir le rôle et le fonctionnement de l’école, en s’appropriant et en respectant les codes et les règles de celle-ci.Dans ce guide d'activités, vous trouverez une sélection d'outils pédagogiques pour les 3-6 ans et des activités à développer en lien avec le référentiel de compétences. From Access to Empowerment: Operational Tools to Advance Gender Equality in and Through Education سنة النشر: 2021 المؤلف المؤسسي: UNESCO This toolkit has been developed to strengthen individual and institutional capacity to integrate gender equality into education programmes in an effective manner. It has been prepared for all UNESCO Education Sector staff, including those at Headquarters, in Field/Regional/Cluster Offices and in Institutes as well as for implementing partners. This toolkit provides orientation and operational tools to meaningfully integrate gender into all education programmes. The first part provides a short introduction to key concepts on gender equality in and through education and an overview on how gender equality in education links to UNESCO’s vision and internationally agreed objectives. The second part provides practical guidance on how to mainstream gender equality into an education programme, how to design gender-transformative programmes and finally, how to monitor and evaluate gender results in education programmes. Del acceso al empoderamiento: Herramientas operativas para promover la igualdad de género en y a través de la educación سنة النشر: 2021 المؤلف المؤسسي: UNESCO Esta guía se ha desarrollado para fortalecer la capacidad individual e institucional para integrar de forma efectiva la igualdad de género en los programas de educación. Fue elaborada para todo el personal del Sector de Educación de la UNESCO, incluyendo el personal ubicado en la Sede, en las Oficinas fuera de la Sede, regionales y multipaís, y en los Institutos, así como para los asociados en la ejecución de su trabajo. Esta guía ofrece herramientas orientativas y operativas para integrar de forma significativa la cuestión de género en todos los programas de educación. La primera parte ofrece una breve introducción a los conceptos clave de la igualdad de género en y a través de la educación y un resumen general de cómo la igualdad de género en la educación se vincula con la visión de la UNESCO y sus objetivos, aprobados a nivel internacional. La segunda parte ofrece una orientación práctica de cómo integrar la igualdad de género en los programas de educación, cómo elaborar programas transformadores en materia de género y, por último, cómo realizar el seguimiento y la evaluación de los resultados en materia de género en los programas de educación. 
全球教育监测报告摘要, 2021/2年: 教育领域的非国家行为体：谁能主动选择？谁将错失机会？ سنة النشر: 2021 المؤلف المؤسسي: UNESCO 本文件是2021/2022年全球教育检测报告的摘要，主要聚焦教育领域的非国家行为体，包括私人办学、宗教办学等力量，并探讨了与非国家行为体对教育的影响与存在问题。 
The Journey Towards Comprehensive Sexuality Education: Global Status Report سنة النشر: 2021 المؤلف المؤسسي: UNESCO | Joint United Nations Programme on HIV/AIDS (UNAIDS) | United Nations Population Fund (UNFPA) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | World Health Organization (WHO) Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives. This report draws on multiple data sources to provide analysis of countries’ progress towards delivering good quality school-based CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education, with considerably more countries reporting policies to mandate delivery at secondary education level than at primary level. However, the existence of policy and legal frameworks do not always equate to comprehensive content or strong implementation. Most countries report that they have some curricula in place but more detailed analysis suggests that it often lacks the breadth of topics needed to make sexuality education effective and relevant. Moreover, while efforts to scale-up teacher training are evident in a range of settings, research with teachers shows that many feel they lack confidence to deliver sexuality education. Surveys show that students frequently feel that they received information too late and would have preferred sexuality education to have started earlier in their schooling. There is evidence of opposition to CSE across a range of settings, often reflecting misinformation about the content, purpose or impact of such education. However, in many countries involvement of communities, including parents, school officials, religious leaders, media and young people themselves, has created a favourable environment for CSE. Recommendations to countries in this report include:Clear mandates and budgets to ensure implementation of policies and programmes that support the availability of good quality comprehensive sexuality education for all learners.Invest in quality curriculum reform and teacher training.Strengthen monitoring of the implementation of CSE. 
Save the Children's Education Strategic Direction, 2016-2018 سنة النشر: 2016 المؤلف المؤسسي: Save the Children This presentation outlines the overall 2016-2018 strategic direction for Save the Children’s education work. This is an articulation of the role education will play in delivering Save the Children’s global strategy and achieving our breakthroughs. The strategic direction is the product of the strategy development work that has taken place over the last 18 months and which many people across the organisation have fed into. The strategic direction provides a framework to guide all Save the Children’s education work and should be adapted to meet the specific needs of different countries and contexts.