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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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Building Back Better: Youth, Power and Planet سنة النشر: 2020 المؤلف: Valerie Duffy | Leo Gilmartin | Eva Janssens | Dermot O’Brien المؤلف المؤسسي: National Youth Council of Ireland (NYCI) Building Back Better: Youth, Power and Planet is about power. The understanding of power in youth work is vitally important for the development of young people as they navigate through their lives and society.The aim of this resource is to support young people and youth workers in understanding power, seeing power, claiming power, and activating power. It includes a wealth of background information on concepts around power and terminology, as well as a guide on ‘How to Use this Resource’, activities, stimulus sheets. This toolkit explores the issue of power and helps you make links to the Sustainable Development Goals.It is designed for global educators, youth workers, development education practitioners, trainers, climate activists, changemakers of all shapes and sizes but in particular those working with the current generation of young people.Building Back Better contains 4 main sections:Section 1. Defining PowerSection 2. Seeing PowerSection 3. Claiming PowerSection 4. Activating PowerIt also contains:an introduction to power in theory and in practice 10 activities with interactive exercisesaction power templates for planningstriking visuals, case studies on human development for adapting This was resource was created by the NYCI Youth 2030 programme. 
How Digital is Transforming the Lives of Young People in Small Island Developing States سنة النشر: 2024 المؤلف المؤسسي: United Nations Development Programme (UNDP) Young people represent a sizeable and vital population in Small Island Developing States (SIDS). For them, digital technologies are more than just tools; they are gateways to new horizons. Digital is creating fresh opportunities, opening doors to unconventional careers, and redefining how knowledge is acquired and shared. Young people are using digital to start new businesses, explore new opportunities, learn new knowledge and skills, and to build global connections. However, young people are also cautious about digital – and they recognise risks and issues posed by digital channels, tools, and technologies. ‘How Digital is Transforming the Lives of Young People in SIDS’ explores these opportunities and challenges by hearing from young people – in their own words. Through a bespoke survey chatbot, running on messaging platforms most used by young people living in SIDS, more than 5,000 respondents from over 30 countries discuss how they’re using digital to transform their lives and livelihoods. And the barriers and challenges that they are facing on their digital journeys. 
Emerging Horizons: Youth Insights on Climate Change and Breakthrough Solutions; 2024 Leading Minds on Climate Action سنة النشر: 2024 المؤلف المؤسسي: UNICEF Innocenti | United Nations Development Programme (UNDP) This paper shares insights from a participatory foresight workshop designed and facilitated by UNICEF Innocenti in the framework of the Youth4Climate: Sparking Solutions event co-hosted by UNDP and the Government of Italy. This convened 100 youth-led solutions in the areas of climate education, energy, food and agriculture, and urban sustainability. By using the Three Horizons foresight approach, a dialogue was created that delineated the patterns of change young people envisaged, their shared visions for the future, and the high potential innovations they felt could be leveraged to bring that future about. The paper identifies research and policy questions to be further explored by young climate leaders, UNDP, UNICEF, and their partners. 
Girl Goals: What has Changed for Girls? Adolescent Girls’ Rights over 30 Years سنة النشر: 2025 المؤلف المؤسسي: United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | Plan International This report makes three key recommendations on action we can take now to advance adolescent girls’ rights at scale, in ways that account for fiscally constrained contexts and multiple competing priorities: 1. Ensure tangible and actionable support for adolescent girls’ voices, advocacy and action. The current generation of girls are raising their voices to be heard and are already at the forefront of making change around the world. With the right support, resources and seats at the table, adolescent girls can help transform the world for the better, shaping better policy outcomes for themselves and everyone. This is not about girls’ voices above all others, or endless consultation, but about specific, meaningful actions that ensure girls get the support they need and are heard on policy issues that matter to them. 2. Establish and track explicit targets for change for adolescent girls, who are too often invisible and sidelined Setting explicit targets to monitor outcomes for adolescent girls is key to making progress. Context-specific prioritization will be necessary, but there are some issues that stand out globally. Gaps in progress (such as child marriage gains accruing disproportionately to wealthier households) demonstrate the need forprogrammes that address poverty and economic realities alongside harmful social norms. The disproportionate number of adolescent girls not in education, employment or training, not entering the labour market as young women, and left behind when it comes to digital skills, is a threat to the gains made for girls and to economic growth that will benefit everyone. Stagnation on issues like underweight also stand out. Country- specific priorities supported by data- driven accountability mechanisms and investments are needed to translate policy commitments into change on the ground. 3. Resource and deliver smartly to unlock the social and economic dividend Governments and partners should invest in solutions proven to change outcomes across multiple SDGs at scale – for example, investing in education and skills, cash transfers and economic empowerment programmes designed to support girls. Existing systems, from maternal health care to school curricula, should be adapted to meet girls’ needs rather than creating small- scale, separate projects. Streamlined, evidence-based ‘add-ons’ – such as adding parenting support to existing maternal health-care programmes – can be cost effective and accelerate outcomes if well designed. Change is possible, and this report shows that great gains have been made. Smart investments now can transform the world for girls, families, communities and national economies. It is time to act. 
Schools for Conflict or for Peace in Afghanistan سنة النشر: 2015 المؤلف: Dana Burde The publication provides a systematic analysis of the relationship between education and conflict, tracing how different approaches have been applied in Afghanistan as the rationale for aid has shifted from a policy of benign neglect, to an effort to support war, to an effort to mitigate conflict. Using this history as a case study, the book explores how foreign intervention in education can contribute either to conflict or to peace.. Schools for Conflict or for Peace in Afghanistan سنة النشر: 2015 المؤلف: Dana Burde Cette publication est une analyse de la relation entre l'éducation et les conflits, retraçant l’évolution des motifs mobilisés pour justifier le recours à une aide extérieure en Afghanistan, et le passage d’une politique du laissez faire à celle de soutien à l’effort de guerre, puis aux tentatives d’apaisement du conflit. En s’appuyant sur cet exemple, cet ouvrage analyse comment l'intervention étrangère en matière d'éducation peut aussi bien contribuer à la guerre qu’à la paix. 
Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why سنة النشر: 2012 المؤلف: Dianne Gereluk Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why سنة النشر: 2012 المؤلف: Dianne Gereluk Les enseignants doivent-il aborder les questions du terrorisme et de l'extrémisme au sein des salles de classe ? Dans ce cas, que doivent-ils enseigner, et comment ? Dianne Gereluk réunit au sein d'un même ouvrage les opinions divergentes autour de ces débats, elle explore et interroge les arguments mis en avant pour démontrer de l’importance du traitement de ces thèmes par les écoles. Elle envisage la façon dont ces sujets devraient être enseignés, et propose quelques conseils pratiques. 
Education, Poverty and Terrorism: Is There a Causal Connection? سنة النشر: 2003 المؤلف: Alan B. Krueger | Jitka Maleckova المؤلف المؤسسي: American Economic Association In the authors' view, any connection between poverty, education and terrorism is indirect, complicated and probably quite weak. Instead of viewing terrorism as a direct response to low market opportunities or ignorance, the article suggests it is more accurately viewed as a response to political conditions and long-standing feelings of indignity and frustration that have little to do with economics. Education, Poverty and Terrorism: Is There a Causal Connection? سنة النشر: 2003 المؤلف: Alan B. Krueger | Jitka Maleckova المؤلف المؤسسي: American Economic Association Selon les auteurs, le lien entre la pauvreté, l'éducation et le terrorisme est indirect, compliqué et probablement faible. Au lieu de considérer le terrorisme comme une réaction immédiate au manque d’opportunités d’accéder au marché du travail ou comme résultant de l'ignorance, l'article suggère de considérer le terrorisme comme une réaction à des situations politiques et des sentiments d'indignité et de frustration de longue date, dont le lien avec l'économie est faible.