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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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Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) سنة النشر: 2016 المؤلف: Jagtar Singh | Paulette Kerr | Esther Hamburger المؤلف المؤسسي: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
Diversity, Dialogue and Sharing: Online Resources for a More Resourceful World سنة النشر: 2017 المؤلف: Francine Saillant المؤلف المؤسسي: UNESCO The different societies and regions of the world are developing original perspectives on diversity, cultural rapprochement and intercultural dialogue. These perspectives arise through the complex interactions between regional structures, governmental bodies, civil society and cultural institutions. The tools available to these actors are easily identifiable on a global scale, particularly those regularly produced by UNESCO. However, other tools exist - intercultural universities, virtual libraries, training programs for urban policies, MOOCS, video conferences, virtual exhibitions, online archives, to name but a few - their visibility limited by their fragmented distribution. It is through these resources that countries and regions succeed in producing responses in support and promotion of diversity adapted to their context specific problems.This book provides a reinterpretation of the concept of intercultural dialogue rooted in regional perspectives on diversity, giving a broad panorama of the shared theoretical, practical and technical tools and online resources available.This book comprises three parts. Part 1 examines the perspectives selected for our inquiry from a conceptual and reflective standpoint. Topics covered will include the notions of diversity and dialogue, an examination of these notions, and finally our methodology. Part 2 introduces the regions (in the sense established by UNESCO), their diversity-related characteristics and issues, and the regional strategies adopted in order to promote not only diversity but also rapprochement and dialogue. Finally, Part 3 details the various actions that embody the regions’ strategies and broad orientations, with each action being presented based on its underlying aims. Parts 2 and 3 represent two different ways of approaching the shared and shareable resources in question, of which we hope to present the most promising aspects. 
Agree to Differ سنة النشر: 2015 المؤلف المؤسسي: UNESCO Dialogue on the basis of respect, tolerance, human rights and dignity has never been so important. This is the spirit of the International Decade for the Rapprochement of Cultures (2013-2022). The International Decade originates in the United Nations General Assembly Resolution 67/104 adopted in December 2012, co-sponsored by Kazakhstan and designating UNESCO as lead agency. This drew on a Resolution of the UNESCO General Conference and the experience of the 2010 International Year for the Rapprochement of Cultures which UNESCO led forward with activities across the world.The objective of the International Decade is to promote mutual understanding and respect for diversity, rights and equal dignity between peoples, through intercultural dialogue and concrete initiatives. This is essential for all societies today, undergoing deep transformation. The surge of conflict, acts of violence, extremism and intolerance pose a threat to peace, undermining the unity of humanity and calling on us all to redouble our efforts to advance a culture of peace, through dialogue, the safeguarding of cultural heritage, and the promotion of global citizenship education.The International Decade for the Rapprochement of Cultures embodies a commitment to explore new articulations between cultural diversity and universal values. The rapprochement of cultures calls for a commitment to the principles of human dignity and solidarity as the corner stones of living together within and between societies, making the most of all sources of diversity.This publication bears testimony to the urgency of addressing contemporary challenges through intercultural and interreligious dialogue in order to deepen understanding and cooperation for peace. Through concrete examples, including experiences at the community level from across the world, the publication showcases why cultural diversity, intercultural dialogue and responsive democratic governance are vital for the enhancement of mutual understanding, the growth of tolerance, and the building of bridges of mutual respect and dignity. 
The King Abdullah bin Abdulaziz International Programme for a Culture of Peace and Dialogue: Key Achievements of Phase I سنة النشر: 2016 المؤلف المؤسسي: UNESCO The King Abdullah bin Abdulaziz International Programme for a Culture of Peace and Dialogue arose from the institutional framework of UNESCO’s Programme for a Culture of peace and non-violence. More than a concept, the Culture of Peace is a commitment to make peace a tangible reality for all. It denotes “a set of values, attitudes, traditions and modes of behaviour and ways of life based on respect for life, ending of violence and […] adherence to the principles of freedom, justice, democracy, tolerance, solidarity, cooperation, pluralism, cultural diversity, dialogue and understanding at all levels of society and among nations” (Article 1, Declaration and Programme of Action of a Culture of Peace, UNESCO, 1999). UNESCO continue its work to nurture a Culture of Peace, with development considerations, by joining forces with committed stakeholders in education, the sciences, culture, and communication and information. 
Предложение в отношении Глобальной программы действий по образованию в интересах устойчивого развития в качестве последующей деятельности по итогам Десятилетия образования в интересах устойчивого развития (ДОУР) Организации Объединенных Наций в период после 2014 г. سنة النشر: 2013 المؤلف المؤسسي: UNESCO Настоящий документ содержит предложение в отношении Гло-бальной программы действий по образованию в интересах устойчивого развития (ОУР), а также комментарии и замечания Исполнительного со-вета. 
[Video] Snapshot on Education - Global & Regional Perspectives on Progress and Current Challenges سنة النشر: 2018 المؤلف المؤسسي: UNESCO The video is a snapshot of the reflection on progress and challenges for education. Taking into consideration the global and regional SDG4-Education 2030 consultations throughout 2018. More at https://en.unesco.org/themes/education/globaleducationmeeting2018 Un apercu sur l’éducation سنة النشر: 2018 المؤلف المؤسسي: UNESCO La vidéo est un apercu de la réflexion sur les progrès et les défis de l'éducation. Prenant en considération les consultations mondiales et régionales de l’ODD4-Education 2030 tout au long de 2018. Pour en savoir plus https://fr.unesco.org/themes/education 
A Post-GAP (Global Action Programme for ESD) Position Paper سنة النشر: 2018 المؤلف المؤسسي: UNESCO The 5-year cycle of the GAP is due to end in 2019. To build a post-GAP position, this draft position paper has been prepared. Once revised through the consultation processes planned in 2018, the final draft will be submitted in 2019 to the Governing Bodies of UNESCO and the UN for their respective approval processes. Once the position is approved, it will be summarised into a post-GAP programme and launched in 2020 for implementation onwards to 2030. Концептуальный документ по пост-ГПД периоду (Глобальная программа действий по ОУР) سنة النشر: 2018 المؤلف المؤسسي: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Пятилетний цикл Глобальной программы действий по ОУР (ГПД) должен завершиться в 2019 г. Настоящий проект подготовлен в целях разработки концепции деятельности после окончания ГПД. Вслед за внесением поправок в ходе запланированных на 2018 г. консультаций, окончательный вариант проекта будет представлен в 2019 г. на утверждение руководящим органам ЮНЕСКО и ООН. Положения утвержденного документа будут обобщены в программе деятельности, которая будет осуществляться в 2020-2030 гг. после окончания ГПД. 
Global Citizenship Education: Taking It Local سنة النشر: 2018 المؤلف المؤسسي: UNESCO UNESCO is leading global efforts on Global Citizenship Education (GCED), which is at the core of Target 4.7 of Sustainable Development Goal 4 on Education. To address the perception that the concept of GCED is concerned mainly with global matters and maybe dissociated from local needs and realities, UNESCO has identified local/national/traditional precepts and concepts that are similar to the UNESCO understanding of global citizenship.As culturally relevant expressions of GCED and to contribute to building peace through the implementation of GCED, the concepts identified here can serve as entry-points to teach and learn about GCED in more locally relevant ways.