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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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The Impact of Holocaust education: how to assess policies and practices? International Seminar, 27 January 2014, UNESCO, Paris; Report سنة النشر: 2014 المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) | Georg Eckert Institute for International Textbook Research (Germany) | Hungary. Permanent Delegation to UNESCO UNESCO, which is charged with “promoting awareness of Holocaust remembrance through education” by resolution 34 C/61 of its General Conference, marked the International Day of Commemoration in Memory of Victims of the Holocaust on 27 January 2014 by convening an international seminar for members of the global community who are involved with and committed to this mandate. The event, titled “The Impact of Holocaust Education: How to Assess Policies and Practices”, aimed at highlighting current practices and debates in the field of research in Holocaust education. It was organized in partnership between UNESCO, including its International Bureau of Education, and the Georg Eckert Institute for International Textbook Studies with the support of the Delegation of Hungary to UNESCO. 
Learning to live together سنة النشر: 2014 المؤلف المؤسسي: UNESCO Bangkok The importance of LTLT has increased in recent years. Indeed, relevant competencies appear to be gaining focus in international frameworks and educational initiatives across countries. This is all the more necessary as Voogt and Roblin (2012) argue, given the demands of our increasingly knowledge-based society in which “ideas and knowledge function as commodities” (p. 299 –300) and to which effective social and emotional skills are critical. It is perhaps all the more critical given the multivariate global challenges in the 21st Century and the need for unified global commitment to effectively combat these challenges. In this context, the significance of LTLT is reflected in both the rise of and growing interest in Global Citizenship Education (GCE), Education for Sustainable Development (ESD), Education for International Understanding (EIU) as well as peace and human rights education. The UN Secretary-General’s Global Education First Initiative, which lists ‘Fostering Global Citizenship’ as one of its three global priorities, also implicitly recognizes the significance of LTLT as a precursor to the building of a more peaceful society, one in which discrimination is intolerable and common challenges such as climate change and abject poverty are tackled together.Yet despite the significance of LTLT in the 21st Century, and despite numerous international initiatives to foster LTLT competencies, there is a large gap of evidence identifying how this supposition is translated into effective policy and curricula, and eventually into the reality of schools, teachers and learners. This report is a response to this gap, and attempts to understand how ten selected countries in the Asia-Pacific region – Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, Republic of Korea, Sri Lanka and Thailand – have reflected and integrated LTLT into their education policies and initiatives. This variety of countries aims to reflect their diverse experiences in terms of reflecting LTLT through their education systems. By exploring a number of areas, namely policy, curricula, teachers and assessment, this study aims to identify what has so far been achieved in education systems of the Asia-Pacific region in the area of LTLT.This report is therefore targeted predominantly at education policy makers, researchers, academics as well as education practitioners of the Asia-Pacific region. Given its connection to Global Citizenship Education and other relevant international initiatives around sustainability and peace education, this report is also relevant to UNESCO’s partner organizations and the broader educational development community.This report will first present the research framework for the study, before exploring the social and economic contexts in the ten selected countries and wider regional factors in the Asia-Pacific in relation to global challenges in Chapter Two. Chapter Three will then examine national policy frameworks, including the vision of those policies in defining LTLT in education. Chapter Four focuses on the national curriculum in selected countries and the extent to which they incorporate learning objectives, subjects, and extra-curricular activities reflecting the concept of LTLT and related skills and competencies. In Chapter Five, teaching practices are examined, including the role of teachers and teacher education, as well as teaching methods and application of media and information literacy (MIL) in the classroom. Chapter Six then looks at assessment, and how far countries have attempted to develop assessment frameworks that measure the skills and competencies related to LTLT. Finally, Chapter Seven provides reflections and conclusions based on the main findings of the study, while also identifying trends across policy domains, shortcomings and some policy considerations. 
Education for citizenship and democracy in a globalized world: a comparative perspective سنة النشر: 2005 المؤلف المؤسسي: Inter-American Development Bank The present document, Education for Citizenship and Democracy in a Globalized World: A Comparative Perspective, was developed in response to a request from the members of the Regional Policy Dialogue/Education Network. The studies in this document were presented and discussed during the VII Regional Policy Dialogue meeting held in January 2005 at the Inter-American Development Bank ’s headquarters in Washington, D.C. Within the general context of recent economic and political developments in Latin America and the Caribbean, experts regard free market and democracy as the fundamental economic and political paradigm leading to modernization and development in the global market. There is a concern in a number of democratic nation-states about levels of political engagement, particularly among the youths. This is cited as a reason for strengthening citizenship education.The studies presented in this document discuss Education for Citizenship and Democracy and the role of schools as systematic providers of the civic knowledge and the participatory practices that are the foundation of democracy. Among all of the institutions that facilitate the acquisition and development of skills for democratic participation, the school is the one that provide students with the competencies to effectively participate as citizens in a democracy. There has been an increasing interest in citizenship education both in the national and international contexts. At the national level, the aim is to pursue commitment and political participation, particularly from youth. In the international sphere, the objective is to find answers to the challenges such as immigration, global communications and trade across international borders and to a new level of awareness and appreciation for human rights. By providing a comprehensive overview of progress made by industrialized countries in the field of citizenship education, this study intents to share lessons learnt and effective practices which may be applied in the context of Latin America and the Caribbean. In addition, this study includes three experiences from Latin American countries (Chile, Colombia and Mexico) that were presented during the VII Regional Policy Dialogue. The three experiences show a practical and positive approach to the feasibility of introducing citizenship education in the schools of the Region. The cases present examples of reforms that evolved from the traditional civic education into an engaging education for citizenship and democracy. The Inter American Development Banks trusts that this publication will contribute to the discussions among member countries and create alternatives for the strengthening of democracy in the Region through education and citizenship. 
Advocacy kit for promoting multilingual education: including the excluded سنة النشر: 2007 المؤلف المؤسسي: UNESCO Bangkok Who Can Use This Kit? This kit was prepared for all of those who want to ensure that “Education for All” does, indeed, include everyone! The kit will be especially valuable for policy makers, education practitioners and specialists who want to improve access to and quality of education for those excluded by language. It will also be helpful for speakers of ethnic minority languages who want to improve the education situation in their own communities.This kit is designed to raise awareness on the importance of mother tongue-based multilingual education (MLE). It presents key arguments and facts about MLE and provides important insights about the value and benefits of providing education in learners’ mother tongue. The kit also presents ideas, research findings and concrete examples that you can use to think about your own situation and suggests steps for taking actions to make your school system more responsive to linguistic diversity.The kit is not a definitive textbook, and it will not have an answer for every problem that you might face. To help you as much as possible, at the end of each booklet we have included lists of references. In addition, each booklet contains a glossary of terms and, at the front of each booklet is a one-page summary of its contents.How Can You Use This Kit? This kit contains three main booklets. Each booklet has a designated audience: 1) policy makers, 2) education programme planners and practitioners and 3) community members. Please remember that developing MLE requires contributions from everyone at all levels. For that reason, we encourage you to use all three booklets along with other available resources as you work together to plan, implement and sustain your MLE programmes.This kit can be used in many different ways. For those who are already involved in MLE programmes, you might use these ideas to help you to promote mother tongue instruction and strengthen your programme. Those who are not familiar with multilingual education but want to improve educational access for minority language students might use these booklets to identify specific points that they can investigate and discuss in their own contexts. 
MTB MLE resource kit: Including the excluded: promoting multilingual education سنة النشر: 2016 المؤلف: Susan Malone المؤلف المؤسسي: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. 
Education for Sustainable Development Policy for the Education Sector سنة النشر: 2017 المؤلف المؤسسي: Kenya. Ministry of Education | UNESCO Nairobi This ESD Policy provides for the incorporation of key themes of sustainable development such as poverty alleviation, human rights, innovation, health and environmental protection and climate change into the Kenyan education system. It promotes competencies such as critical thinking, crativity and making decisions in a collaborative way. Education à la citoyenneté et de la démocratie dans un monde globalisé: une perspective comparative سنة النشر: 2005 المؤلف المؤسسي: Inter-American Development Bank Le présent document, Éducation à la Citoyenneté et la Démocratie dans un monde globalisé: une perspective comparative, a été développé en réponse à une demande des membres du Dialogue Politique Régionale / Réseau Education. Les études présentées dans ce document ont été présentés et discutés lors de la réunion de dialogue politique régionale VII tenue en Janvier 2005 au siège de l'Organisation interaméricaine de la Banque de développement à Washington, DC Dans le contexte général des développements économiques et politiques récents en Amérique latine et dans les Caraïbes , les experts considèrent le marché libre et la démocratie comme le paradigme économique et politique fondamentale qui a conduit à la modernisation et le développement sur le marché mondial. Il y a une préoccupation dans un certain nombre d'Etats-nations démocratiques sur les niveaux d'engagement politique, en particulier chez les jeunes. Elle est citée comme une raison pour le renforcement de l'éducation civique. Les études présentées dans ce document discutent éducation à la citoyenneté et la démocratie et le rôle des écoles en tant que prestataires systématiques des connaissances civiques et les pratiques participatives qui sont le fondement de la démocratie. Parmi toutes les institutions qui facilitent l'acquisition et le développement des compétences pour la participation démocratique, l'école est celle qui fournit aux étudiants les compétences nécessaires pour participer efficacement en tant que citoyens dans une démocratie. Il y a eu un intérêt croissant pour l'éducation à la citoyenneté à la fois dans les contextes nationaux et internationaux. Au niveau national, l'objectif est de poursuivre l'engagement et la participation politique, en particulier des jeunes. Sur le plan international, l'objectif est de trouver des réponses aux défis tels que l'immigration, les communications mondiales et le commerce à travers les frontières internationales et à un nouveau niveau de conscience et l'appréciation des droits de l'homme. En fournissant une vue d'ensemble des progrès réalisés par les pays industrialisés dans le domaine de l'éducation civique, cette étude des intentions de partager les leçons apprises et les pratiques efficaces qui peuvent être appliquées dans le contexte de l'Amérique latine et les Caraïbes. En outre, cette étude comprend trois expériences des pays d'Amérique latine (Chili, Colombie et Mexique) qui ont été présentées lors du Dialogue Politique Régionale VII. Les trois expériences montrent une approche pratique et positive à la possibilité d'introduire l'éducation à la citoyenneté dans les écoles de la région. Les cas présentent des exemples de réformes qui ont évolué à partir de l'éducation civique traditionnelle en une éducation engageante pour la citoyenneté et la démocratie. Les banques de développement américaines Inter veut croire que cette publication contribuera aux discussions entre les pays membres et de créer des solutions de rechange pour le renforcement de la démocratie dans la région par l'éducation et la citoyenneté. 
Guidelines for education sector plan preparation سنة النشر: 2015 المؤلف المؤسسي: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment. The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan?The purpose of these guidelines is to assist countries in preparing credible education sector plans. A second document, Guidelines for Education Sector Plan Appraisal, can be utilized to check whether the plan responds to the expected requirements. In certain contexts of vulnerability, confl ict, or crisis, countries may also consider the development of a transitional education plan, more short-term and action-oriented, and adjusted to the context and available capacities for situation analysis and data requirements. Specifi c guidelines are being prepared. However references to fragile contexts or vulnerability situations are streamlined in these guidelines. These guidelines are not exhaustive. They should be adapted to country contexts and needs. They present an overview of sector analysis, consultative processes, policy reform, strategy development, plan implementation, and monitoring. They do not replace technical manuals on specific tools and methodologies that are used at the various steps of the development of a plan. Guide pour la préparation d'un plan sectoriel d'éducation سنة النشر: 2015 المؤلف المؤسسي: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment. The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan? The purpose of these guidelines is to assist countries in preparing credible education sector plans. A second document, Guidelines for Education Sector Plan Appraisal, can be utilized to check whether the plan responds to the expected requirements. In certain contexts of vulnerability, confl ict, or crisis, countries may also consider the development of a transitional education plan, more short-term and action-oriented, and adjusted to the context and available capacities for situation analysis and data requirements. Specifi c guidelines are being prepared. However references to fragile contexts or vulnerability situations are streamlined in these guidelines. These guidelines are not exhaustive. They should be adapted to country contexts and needs. They present an overview of sector analysis, consultative processes, policy reform, strategy development, plan implementation, and monitoring. They do not replace technical manuals on specifi c tools and methodologies that are used at the various steps of the development of a plan. 
Guidelines for education sector plan appraisal سنة النشر: 2015 المؤلف المؤسسي: UNESCO International Institute for Educational Planning (IIEP) | Global Partnership for Education (GPE) At the World Education Forum, in Dakar in 2000, the international community pledged that no country with a credible plan to achieve the Education for All goals would be thwarted by a lack of resources. Since then, the development of an education sector plan (ESP) has become a priority in many countries. ESPs present the policies and strategies for national education reform, and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment.The consensus on the need for credible ESPs is strong. However, what does a credible plan require in terms of government leadership, knowledge and data, institutional and human capacities, and dialogue among the education stakeholders? What are the criteria that establish the credibility of a plan? The purpose of these guidelines is to assist education stakeholders in appraising the soundness, relevance, and coherence that form the credibility of ESPs. The primary objective of an appraisal report is to support the finalization of a credible ESP. It provides a fair review of the ESP strengths and areas in need of improvement before the endorsement by partners which signifies their commitment to support the implementation of the ESP. These guidelines are meant to be adapted to national contexts and needs. The stakeholders should discuss the scope and the methodology of the appraisal to be used, and develop a common vision of the whole process. The appraisal process should be participatory, and grounded in the political and technical dialogue for ESP development. It should involve consultations, interviews with key stakeholders, and field visits, in addition to a desk review of the ESP and any other relevant documents. It is good practice to organize a validation workshop of the appraisal report’s findings, conclusions, and recommendations to feed into the ESP finalization. The appraisal process should occur early enough in the ESP development process to allow time for decision-makers to open consultations on these conclusions and recommendations in order to improve the final version of the ESP.