الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Global Citizenship Education in Hong Kong سنة النشر: 2015 المؤلف: Jun Xing المؤلف المؤسسي: IACSIT Press Education is in the midst of massive reforms in different parts of the world. Over the last few decades, there is an increasing call for global citizenship education(GCE) in the academy. In this paper, the author will first explain why the concept is a game changer in higher education, and then explorethe opportunities as well challenges for GCE, particularly in the Hong Kong academy, from the perspectives of public policies, curriculum and pedagogy. Finally, the author wants to explore how the pedagogy of service learning (SL) can serve as a powerful vehicle to achieve the intended learning outcomes of GCE while, in the meantime, GCEcan inform the theory and practice of international SL. 
التربية من أجل السلام الاجتماعي سنة النشر: 2018 المؤلف: Idris Sultan Saleh المؤلف المؤسسي: Morocco. Ministry of Awqaf and Islamic Affairs يستعرض الكاتب مفهوم السلام ألاجتماعي وأهميته للإفراد والمجتمعات. ومن ثم يستطرد في الاشارة للدين الاسلامي وتأطيره للمجتمعات بالسلام الاجتماعي. ويختم المقال بمناقشة التربية في ضوء السلام الاجتماعي. Education for Social Peace سنة النشر: 2018 المؤلف: Idris Sultan Saleh المؤلف المؤسسي: Morocco. Ministry of Awqaf and Islamic Affairs The author reviews the concept of social peace and its importance for individuals and societies. Then he goes on to refer to Islamic religion and its framing of societies with social peace. The article concludes with a discussion of education in the light of social peace. 
What's in a Word? The Problem with 'Development' with Dr Karen Pashby سنة النشر: 2020 المؤلف: Karen Pashby المؤلف المؤسسي: Bridge 47 Dr Karen Pashby is a Reader at Manchester Metropolitan University and is also part of Bridge 47's Knowledge Exchange Partnership.In this episode, Karen explores development through a post/de-colonial lens, discussing how development is viewed in public discourse and how these effects the field of Development Education. 
Understanding Media and Information Literacy (MIL) in the Digital Age: A Question of Democracy سنة النشر: 2019 المؤلف: Ulla Carlsson المؤلف المؤسسي: University of Gothenburg | UNESCO This book consists of three parts. In the first part, a number of articles of a more general nature discuss media and information literacy (MIL) in a variety of contexts as well as courses of development on national, regional and global levels. The focus in the second part is on Sweden, the host the UNESCO Global MIL Week Feature Conference 2019. The articles in this part present current research findings, policy decisions and political initiatives, and some examples of ‘best practices’ in the MIL area. The third part presents a new approach to MIL in a context of social change and Agenda 2030. 
Education for Sustainable Development: The Tunisian Experience as an Example سنة النشر: 2006 المؤلف: Fatima Al-Tarhouni المؤلف المؤسسي: Federation of the Universities of the Islamic World The author in this article is giving analytical description of education for sustainable development. She uses the Tunisian experience as an example of implementing education for sustainable development. 
National Environmental Education and Education for Sustainable Development Policy سنة النشر: 2019 المؤلف المؤسسي: Namibia. Ministry of Environment, Forestry and Tourism Namibia has become the first country in the SADC region to have a stand-alone National Environmental Education (EE) and Education for Sustainable Development (ESD) Policy. The development of the policy was a long time collaboration between government ministries and civil society. UNESCO through the Sustainability Starts with Teachers programme also supported the process.The vision of the national EE/ESD Policy is an “educated and empowered Namibia with environmentally literate people taking responsibility and action for a sustainable future”.The policy is designed to support EE and ESD in formal, non-formal and informal education processes across all sectors of the Namibian society including higher education, teacher education, technical and vocational education institutions, and general education. It gives Namibia the much-needed foundation to work towards ESD for 2030 and the sustainable development goals (SDGs). التربية من أجل التنمية المستدامة التجربة التونسية أنموذجا سنة النشر: 2006 المؤلف: Fatima Al-Tarhouni المؤلف المؤسسي: Federation of the Universities of the Islamic World يقدم المؤلف في هذه المقالة وصفا تحليليا للتعليم من أجل التنمية المستدامة. تستخدم التجربة التونسية كمثال على تطبيق التعليم من أجل التنمية المستدامة. 
Turning Promises into Action: Gender Equality in the 2030 Agenda for Sustainable Development سنة النشر: 2018 المؤلف المؤسسي: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Turning promises into action: Gender equality in the 2030 Agenda for Sustainable Development” provides a comprehensive and authoritative assessment of progress, gaps and challenges in the implementation of the Sustainable Development Goals (SDGs) from a gender perspective. This report monitors global and regional trends in achieving the SDGs for women and girls based on available data, and provides practical guidance for the implementation of gender-responsive policies and accountability processes. As a source of high-quality data and policy analysis, the report is a key reference and accountability tool for policymakers, women’s organizations, the UN system, and other stakeholders. Hacer las promesas realidad: La igualdad de género en la agenda 2030 para el desarrollo sostenible سنة النشر: 2018 المؤلف المؤسسي: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Hacer las promesas realidad: La igualdad de género en la Agenda 2030 para el Desarrollo Sostenible” presenta una evaluación exhaustiva y fidedigna de los avances, dificultades y posibilidades de la aplicación de los Objetivos de Desarrollo Sostenible (ODS) desde una perspectiva de género. El informe hace seguimiento de las tendencias mundiales y regionales con miras a la consecución de los ODS para las mujeres y las niñas sobre la base de los datos disponibles, y ofrece orientación práctica para la ejecución de políticas sensibles al género y los consiguientes procesos de rendición de cuentas. Como fuente de análisis de alta calidad de datos y políticas, el informe es una referencia e instrumento de rendición de cuentas esencial para responsables de la formulación de políticas, organizaciones de mujeres, el sistema de las Naciones Unidas y otras partes interesadas.