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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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[Video] Contextualizing Sustainable Development Goals سنة النشر: 2018 المؤلف المؤسسي: Akanoo cc The Video is about a lecture talking about how contextualizing Sustainable Development Goals in Bahrain. To make the context, the lecturer started by describing how the Un reached to articulate the SDGs after the last MDGs. Then, the 17 goals were presented in details. In terms of localizing these SDGs, the lecturer gave some strategies on how individuals, companies and the government can implement these SDGs in their context. It is recommended that all members of the Bahraini society should participate in achieving the SDGs to reach to sustainable development. The lecturer also draw attention to some challenges facing Bahrain to achieve SDGs. To overcome these challenges, the lecturer suggested a number of activities to raise awareness among Bahraini people about the importance of participating in achieving SDGs. Finally, how Bahrain can contextualize SDGs is presented. 
The Sustainable Development Goals Report 2019 سنة النشر: 2019 المؤلف المؤسسي: United Nations (UN) Four years after signing the 2030 Agenda for Sustainable Development, countries have taken action to integrate the Goals and targets into their national development plans and to align policies and institutions behind them. The Sustainable Development Goals Report 2019 uses the latest available data to track global progress on the SDGs and to take stock of how far we have come in realizing our commitments. The report shows that, while advances have been made in some areas, monumental challenges remain. The evidence and data spotlight areas that require urgent attention and more rapid progress to realize the 2030 Agenda’s far-reaching vision. Member States agree that these challenges and commitments are interrelated and call for integrated solutions. It is therefore imperative to take a holistic view of the 2030 Agenda and to identify the highest impact areas in order to target interventions. The most urgent area for action is climate change. If we do not cut record-high greenhouse gas emissions now, global warming is projected to reach 1.5°C in the coming decades. As we are already seeing, the compounded effects will be catastrophic and irreversible: increasing ocean acidification, coastal erosion, extreme weather conditions, the frequency and severity of natural disasters, continuing land degradation, loss of vital species and the collapse of ecosystems. These effects, which will render many parts of the globe uninhabitable, will affect the poor the most. They will put food production at risk, leading to widespread food shortages and hunger, and potentially displace up to 140 million people by 2050. The clock for taking decisive actions on climate change is ticking. The other defining issue of our time is increasing inequality among and within countries. Poverty, hunger and disease continue to be concentrated in the poorest and most vulnerable groups of people and countries. Over 90 per cent of maternal deaths occur in low- and middle-income countries. Three quarters of all stunted children live in Southern Asia and sub-Saharan Africa. People living in fragile States are twice as likely to lack basic sanitation, and about four times as likely to lack basic drinking water services as people in non-fragile situations. Youth are three times more likely to be unemployed than adults. Women and girls perform a disproportionate share of unpaid domestic work and lack autonomy in decision-making. Just as problems are interrelated, the solutions to poverty, inequality, climate change and other global challenges are also interlinked. Valuable opportunities exist to accelerate progress by examining interlinkages across Goals. For example, tackling climate change requires a shift to clean energy, reversing the trend in forest loss, and changing our production and consumption patterns. Promoting sustainable agriculture can help reduce both hunger and poverty, since close to 80 per cent of those who are extremely poor live in rural areas. Increasing access to safe drinking water, sanitation and hygiene can save millions of lives per year and improve school attendance. Improving proficiency in reading and mathematics of some 200 million children who are falling behind in sub-Saharan Africa will help them climb out of poverty and ultimately enable the region to better compete in the global marketplace. This report also highlights the importance of investing in data for the full implementation of the 2030 Agenda. Most countries do not regularly collect data for more than half of the global indicators. The lack of accurate and timely data on many marginalized groups and individuals makes them “invisible” and exacerbates their vulnerability. While considerable effort has been made to address these data gaps over the past four years, progress has been limited. Increased investment is urgently needed to ensure that adequate data are available to inform decision-making on all aspects of the 2030 Agenda. Towards that end, the Dubai Declaration, launched at the second World Data Forum in October 2018, outlines a demand-driven funding mechanism under Member States’ oversight that will respond quickly and efficiently to the priorities of national statistical systems. 
Social and emotional learning (The Blue Dot Issue 10, 2019) سنة النشر: 2019 المؤلف المؤسسي: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The tenth edition of The Blue DOT focuses on different aspects of social and emotional learning, including the neurosciences, teacher training, frameworks such as CASEL and SEE Learning and systemic SEL, amongst others. The issue includes a Foreword by Dr. Richard Davidson, William James and Vilas Professor of Psychology and Psychiatry at the University of Wisconsin–Madison and the Founder and Director of the Center for Healthy Minds, and our Cover Story that focuses on how SEL can help to achieve the United Nations Sustainable Development Goals (SDGs). Additionally, it features interviews and opinions from some of the world’s most prominent SEL experts on the importance of integrating SEL in our education systems. Amongst various experts, we hear from Kimberly Schonert-Reichl on her journey in SEL, Robert W. Roeser on “Educating the Head, the Heart and the Hand in the 21st Century” as well as Roger P. Weissberg and Joseph L. Mahoney on “What is Systemic Social and Emotional Learning and Why Does it Matter”? Further, a featured article with responses to a survey by teachers from 4 countries (Bhutan, India, South Africa and Sri Lanka), following the launch of the Institute’s SEL modules on Global Citizenship in a workshop conducted in New Delhi, India in April 2019 is presented. The modules have been rendered on MGIEP’s in house Artificial Intelligence (AI) driven digital platform now called FramerSpace (formerly CHI) and allow the student to have an interactive, instantaneous feedback and immersive experience while addressing contemporary issues such as migration, nationalism and violence. 
وثيقة مكة سنة النشر: 2019 المؤلف: Muslim World League وثيقة مكة هي وثيقة صادرة عن كبار علماء الامة الإسلامية وقد صدرت في مكة والتي تعتبر عاصمة الأمة الإسلامية وقد تم توقيعها في مكان قريب من البيت الحرام بمكة. وتنص الوثيقة على إرساء قيم التعايش وتحقيق السلام بين مكونات المجتمع الانساني، مما ينتج عنه عالم مستدام خالي من المشاكل. وتؤكد الوثيقة أن المسلمون هم جزء من العالم الأكبر بتفاعله الحضاري ويسعون للتواصل مع مكوناته المختلفة من أجل تحقيق صالح البشرية وتعزيز قيمها النبيلة، وبناء جسور المحبة والوئام الإنساني والتصدي لممارسات الظلم والصدام الحضاري ومسببات الكراهية. وتحتوي هذه الوثيقة على 29 مبدأ من مبادئ السلام ونبذ الكراهية والتفاهم الدولي. Mecca Document سنة النشر: 2019 المؤلف: Muslim World League The Mecca document is a document issued by the leading Islamic scholars of the Muslim Ummah. It was issued in Mecca, which is considered the capital of the Islamic Ummah. It was signed in the vicinity of the Sacred House in Mecca. The document establishes the values of coexistence and peace between the components of human society, resulting in a sustainable and problem-free world. The document affirms that Muslims are part of the larger world in its cultural interaction and Muslims seek to connect with its various components in order. According to the Document, this connection with others will lead to achieving the benefit of humanity and promote its noble values, build bridges of love and human harmony. It will also help in addressing the practices of injustice, clash of civilizations and causes of hatred. This document contains 29 principles of peace, the rejection of hatred and international understanding. 
Right to Education Handbook سنة النشر: 2019 المؤلف المؤسسي: Right to Education Initiative (UK) The ultimate aim of this handbook is to facilitate the realization and universal enjoyment of the right to education. Its objective is not to present the right to education as an abstract, conceptual, or purely legal concept, but rather to be action-oriented. Where possible, practical guidance is given on how to implement and monitor the right to education along with recommendations to overcome persistent barriers. It seeks to do this by: Increasing awareness and knowledge of the right to education. This includes the normative content of the right to education, states’ legal obligations, the various sources of law regarding the right to education, what states must do to domestically implement the right to education, how to monitor the right to education, and how to increase accountability of the right to education. Providing a summary of current debates and issues regarding education and what human rights law says about them, including on forced migration, education in emergencies, the privatization of education, and the challenge of reaching the most marginalized. Providing an overview of the UN landscape and its mechanisms, including a clear understanding of the role of UNESCO and more generally the UN, as well as all relevant stakeholders in education, particularly civil society. UNESCO’s Strategy on standard-setting instruments in the field of education (2016-2021) encourages Member States of the Organization to use normative action in relation with the right to education as a strategic tool to implement and achieve SDG4. In line with this, this handbook – specifically foreseen by the Strategy– will also serve as a reference tool for the design and organization of training modules and workshops in the field of right to education. Finally, the handbook will also be an important reference for those working towards the achievement of SDG4, by offering guidance on how to leverage legal commitment to the right to education as a strategic way to achieve this goal. 
تحويل عالمنا: خطة التنمية المستدامة لعام ٢٠٣٠ - الجمعية العامة للامم المتحدة سنة النشر: 2015 المؤلف المؤسسي: United Nations (UN) تمثل هذه الخطة برنـامج عمـل لأجـل النـاس والأرض ولأجـل الازدهـار. وهـي ـدف أيضا إلى تعزيز السـلام العـالمي في جـو مـن الحريـة أفسـح. ونحـن نـدرك أن القضـاء علـى الفقـر بجميع صوره وأبعاده، بما في ذلك الفقر المدقع، هو أكبر تحد يواجه العالم، وهـو شـرط لا غـنى عنه لتحقيق التنمية المستدامة. وستعمل جميع البلدان والجهات صاحبة المصلحة على تنفيـذ هـذه الخطـة في إطـار مـن الشراكة التعاونية. ونحن عاقدون العـزم علـى تحريـر الجـنس الب شـري مـن طغيـان الفقـر والعـوز وعلى تضميد جـراح كوكبنـا وحفظـه. ومصـممون علـى اتخـاذ الخطـوات الجريئـة المفضـية إلى التحـول الـتي تلـزم بصـورة ملحـة للانتقـال بالعـالم نحـو مسـار قوامـه الاسـتدامة والقـدرة علـى الصمود. ونتعهد، ونحن مقبلون على هذه الرحلة الجماعية، بألا يخلف الركب أحد ا وراءه. وتبرهن أهداف التنمية المستدامة، البالغ عددها ١٧ هدفا، وغاياا، البالغ عددها ١٦٩ غاية، التي سنعلن عنها اليوم على اتساع نطاق هذه الخطة العالمية ومدى طموحها. فالمنشود من هذه الأهداف والغايـات هـو مواصـلة مسـيرة الأهـداف الإنمائيـة للألفيـة وإنجـاز مـا يت لم حقـق في إطارها. كذلك يقصد ا إعمال حقوق الإنسان الواجبة للجميع وتحقيق المسـاواة بـين الجنسـين وتمكين النساء والفتيات كافة. وهي أهداف وغايات متكاملـة غـير قابلـة للتجزئـة تحقـق التـوازن بين الأبعاد الثلاثة للتنمية المستدامة: البعد الاقتصادي والبعد الاجتماعي والب عد البيئي. Transforming our world: the 2030 Agenda for Sustainable Development - United Nations General Assembly سنة النشر: 2015 المؤلف المؤسسي: United Nations This plan represents a program of action for people and land and for prosperity. It is also aimed at promoting world peace in a more free atmosphere. We recognize that the eradication of poverty in all its forms and dimensions, including extreme poverty, is the world's greatest challenge and an indispensable condition for sustainable development. All countries and stakeholders will implement this plan within the framework of the cooperative partnership. We are determined to free mankind from the tyranny of poverty and want and to heal and preserve the wounds of our planet. We are determined to take the bold steps leading to the transformation that are urgently needed to move the world towards a path of sustainability and resilience. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and the 169 targets that we will announce today demonstrate the breadth and ambition of this global agenda. The aim of these goals and objectives is to continue the process of the Millennium Development Goals and achieve what has not been achieved within the framework. They are also intended to realize human rights for all, achieve gender equality and empower all women and girls. These are integral and indivisible goals and objectives that balance the three dimensions of sustainable development: the economic, social and environmental dimensions. 
L’éducation à la citoyenneté mondiale et solidaire: quel impact dans les écoles ? comment le renforcer ? سنة النشر: 2018 المؤلف المؤسسي: Oxfam Belgique Une étude externe réalisée en 2017 a évalué l’impact des activités d’Education à la citoyenneté mondiale et solidaire (ECMS) dans les écoles de la Fédération Wallonie-Bruxelles sur la base d’interviews d’ enseignant·e·s et de directions d’écoles. Cette analyse résume les conclusions de cette étude. 
2018-2019 브릿지 프로그램 연차보고서 سنة النشر: 2019 المؤلف المؤسسي: 유네스코한국위원회 국제사회는 지속가능발전목표 4번(SDG4)를 통해 2030년까지 모든 이들에게 포용적이고 공평한 양질의 교육을 보장하고, 평생학습의 기회가 증진되도록 노력하자는 교육 기치를 내세웠다.특히 SDG4는 아동의 초등교육 강화에 중심을 둔 '새천년개발목표' 2번(MDG2)과 모든 연령대의 기초교육에 초점을 둔 '모두를위한교육'(EFA)의 미완의 목표를 포괄함은 물론, 기초교육 이후의 교육(중등, 고등) 및 훈련(직업,기술)을 평생학습 차원에서 촉진함으로써 교육의 보편성을 강조하고 있다. 유네스코한국위원회의 브릿지 사업은 이러한 국제사회의 노력에 동참하며, 교육의 보편적 기본권이 확산될 수 있도록 돕기 위해, 전 세계적으로 교육 소외자가 집중되어 있는 사하라 이남 아프리카 지역과 남아시아 지역의 모든 연련대 교육 소외자들을 대상으로 교육권 강화에 이바지하고 있다. 브릿지 사업은 나이, 성별, 종교 그리고 사회적 배경으로 인해 공교육으로부터 배제된 이들이 교육을 받음으로써 자존감을 회복하고 삶의 질을 향상시킬 수 있게 도우며, 이러한 개인의 성장만이 궁극적으로 지역사회의 변화와 발전으로 이어진다는 확신을 갖고 있다.이 보고서에서는 브릿지 아프리카 프로그램, 브릿지 아시아 프로그램과 국별 프로젝트 및 성과를 확인할 수 있다.