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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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North/South Relationships in the International Trade Union Movement: The Weight of History and the Rigidity of Structures (Quebec Journal of International Law; Special Issue, Nov.) سنة النشر: 2012 المؤلف: Sid Ahmed Soussi المؤلف المؤسسي: Société québécoise de droit international (SQDI) The following article submits a critical analysis regarding the evolution of North-South relations within the International Trade Union Movement, specifically concerning the creation of the International Trade Union Confederation (ITUC) in 2006. Currently faced with a growing transnational outsourcing phenomenon, affecting collective conflict and labor regulation in Africa as well as South and Central America, the ITUC draws attention to new issues. In terms of collective action, numerous South and Central American unions favor local alliances that extend to non-unionized actors. They criticize the ITUC’s ignorance of local resistance as well as its preference for global action that is carried out through continental and institutional strategies. Divergences among members of the International Trade Union Movement are not only the result of internal power struggles that surfaced within the organization in 2006, during the Vienna exchanges. These differences owe their existence to history, notably to rapports of domination that the postcolonial period renewed and brought forward in other forms. In addition to history, declining notions of collective action resulting from differential policies also contribute to divergences. These policies are similar to the relationship between society and the State that Northern and Southern organizations base on separate premises. Here, the analysis is depicted by Quebec’s central labor organizations’ and the international methods of cooperation they employ. Several studies underline the emergence of new forms of representation and collective action lead by a number of South and Central American labor organizations. Even though, in some cases, these new types of representation take on traditional forms of unionism such as marked political involvement and organizational instability, they surface within atypical strategies. These unusual approaches include the coexistence of socially-generated unionism and community unionism, as well as the mobilization of local resistance movements through coalitions that extend to other community actors with prioritized issues (oversized informal economies and a compressed public sector). The analysis explores the underlying dynamic that, based on recurring local experiences, produces consequences on a global scale. Les rapports nord/sud dans le mouvement syndical international: Le poids de l’histoire et la rigidité des structures (Revue québécoise de droit international; Special Issue, Nov.) سنة النشر: 2012 المؤلف: Sid Ahmed Soussi المؤلف المؤسسي: Société québécoise de droit international (SQDI) Cet article propose une analyse critique de l’évolution des rapports Nord-Sud dans le mouvement syndical international (MSI) dans le contexte de la restructuration amorcée avec la fondation, en 2006, de la Confédération Syndicale Internationale (CSI). Elle explicite les nouveaux enjeux de ces rapports, face au phénomène croissant de l’externalisation transnationale du travail qui affecte la conflictualité collective et la régulation du travail en Afrique et en Amérique latine. Nombre de syndicats du Sud, privilégiant, en termes d’action collective, des alliances locales élargies à des acteurs non syndicaux, reprochent à la CSI d’ignorer les résistances locales et de leur préférer une action globale portée par des stratégies continentales et institutionnelles. Ces divergences ne résultent pas seulement des rapports de force internes au MSI depuis les assises de Vienne en 2006. Elles doivent leur persistance, d’abord au poids de l’Histoire, lestée notamment par des rapports de domination que la période postcoloniale a continué de reconduire sous d’autres formes. Il y a ensuite ces conceptions de l’action collective qui se déclinent à travers des rapports au politique différenciés notamment par des rapports à la société civile et à l’État que les organisations syndicales du Nord et leurs alter ego du Sud fondent sur des prémisses distinctes. Cette analyse est illustrée ici par le cas des modes de coopération internationale des centrales syndicales du Québec. Plusieurs recherches soulignent l’émergence de nouvelles formes de représentation et d’action collectives menées par nombre d’organisations syndicales du Sud. Même si elles reprennent parfois les figures traditionnelles du syndicalisme dans ces régions – engagement politique marqué, instabilité des structures – ces formes apparaissent comme des stratégies atypiques : cohabitation entre syndicalisme de transformation sociale et community unionism, mobilisation de résistances locales par des coalitions élargies à d’autres acteurs de la société civile autour d’enjeux prioritaires (économies informelles surdimensionnées et secteurs publics compressés). Cette analyse fait le point sur cette dynamique à l’oeuvre qui, à partir de la récurrence de ces expériences locales, produit des conséquences à l’échelle globale. 
Where Do We Stand on Education for Sustainable Development and Global Citizenship Education: Findings of the 7th Consultation on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms سنة النشر: 2022 المؤلف المؤسسي: UNESCO The Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms was adopted by the 18th session of UNESCO’s General Conference in November 1974. Every four years, Member States are invited to report on the measures they have taken to implement the Recommendation in all levels and types of education from pre-primary to tertiary, formal, non-formal and adult education. This document summarizes the results of the 7th consultation on the implementation of the 1974 Recommendation, covering the period 2017-2020. It also contains, for the first time, data for the global indicator adopted by the UN Statistical Commission and the UN General Assembly for the monitoring of Target 4.7 of Sustainable Development Goal for Education. 
Communities in Action: Lifelong Learning for Sustainable Development سنة النشر: 2015 المؤلف: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This handbook identifies principles and policy mechanisms to advance communitybased learning for sustainable development, based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which was held in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development (ESD), and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms. 
ESD Implementation in Learning Cities سنة النشر: 2021 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This publication aims to share the best practice cases from nine cities on ESD implementation (policy and practice) following a lifelong learning approach. These cases showcase innovative local initiatives that have embedded ESD into lifelong learning systems through policy/ strategy development or project implementation, focusing on the following priority areas of action and local activities laid down in the ESD for 2030 roadmap: Local policy/strategy development on ESD: The development of an action plan that determines how the community as a whole can become a learning laboratory for sustainable development. Capacity-building for educators and local authorities: Lifelong learning initiatives for systematic and comprehensive ESD capacity development for educators in the formal and non-formal education sectors, and for local government officials. Efforts to foster engagement with local communities, including: • formal education institutions’ engagement with local communities for the promotion of ESD; • non-formal education institutions (e.g. community learning centres) serving as a hub for lifelong learning on ESD in their communities. Empowerment and mobilization of youth: Lifelong learning initiatives for ESD that focus on young people. Innovative use of local spaces for ESD: Designated areas or spaces that inspire learning and host projects that promote sustainability. In addition to the five priority areas listed above, the case studies share one cross-cutting theme: • Multi-stakeholder approach: How people from different walks of life or professional sectors come together to contribute to local ESD initiatives at either the policy or the project level. 
Citizenship Education for Democratic and Sustainable Communities سنة النشر: 2021 المؤلف: Dimitris Deligiannis | Kleoniki Tsiougou | Vicky Goutha | Antonis Moutselos | Ted Fleming المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | City of Larissa (Greece) | City of Yeonsu-Gu (Republic of Korea) This publication aims to make readers aware of the importance of citizenship education (CE) in local communities within the framework of lifelong learning. It supports cities and citizens in advancing their work on this critical aspect of formal and non-formal education, and in striving for progress in the provision of CE for youth and adult learners. It is mainly based on information from the 2020 survey of cluster members, as well as on case studies and inputs from the conference, ‘Strengthening citizenship education at local level’, which was held virtually on 12 and 13 November 2020. 
UNESCO’s Efforts to Achieve Gender Equality in and Through Education: 2020 Highlights سنة النشر: 2022 المؤلف المؤسسي: UNESCO This report presents highlights of UNESCO’s work in 2020 to advance gender equality in and through education.UNESCO's work in this area is guided by the UNESCO strategy for gender equality in and through education 2019–2025, and supported by Her Education, Our Future, which was launched in parallel with the strategy, to leverage political and financial commitments, cooperation and joint action for girls’ and women’s education. L’action de l’UNESCO en faveur de l’égalité des genres dans et par l’éducation: Points majeurs de l’année 2020 سنة النشر: 2022 المؤلف المؤسسي: UNESCO Ce rapport présente les points majeurs de l’action menée en 2020 par l’UNESCO pour faire progresser l’égalité des genres dans et par l’éducation.L’action menée par l’UNESCO dans le domaine de l’éducation et du genre est ancrée dans la stratégie de l’UNESCO pour l’égalité des genres dans et par l’éducation 2019-2025. Cette stratégie repose aussi sur l’initiative Son éducation, notre avenir, lancée en parallèle afin de mobiliser les engagements politiques et financiers et de faciliterla coopération et l’action conjointe en faveur de l’éducation des filles et des femmes. 
톡(Talk)쏘는 다문화와 세계시민교육(세계시민교육은 무엇인가) سنة النشر: 2022 المؤلف المؤسسي: 중앙선거관리위원회 톡(Talk)쏘는 다문화와 세계시민교육한국선거방송과 함께 알아보는 선거이야기'세계시민교육은 무엇인가?' 
세계시민교육 시리즈 1편: 국제개발협력 및 SDGs سنة النشر: 2021 المؤلف المؤسسي: 한국국제협력단 KOICA는 SDGs, 긴급구호, 환경, 평화, 성평등, 난민에 대한 국민들의 이해를 높이고자, 6개의 세계시민교육 동영상을 만들어 유튜브로 공유하고자 합니다.1. 국제개발협력 및 SDGs