الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 875 نتيجة
Human Rights in Argentina and Latin America: Training and Debates for Critical Citizenship سنة النشر: 2022 المؤلف: Ana Laura Sucari | Ramiro Manduca المؤلف المؤسسي: Red de Investigadores y Organizaciones Sociales de Latinoamérica (RIOSAL) This book is an invitation to study about Human Rights. At the same time, it seeks to be a material that expands rights by opening debates that promote teaching and learning in a framework of respect for Human Rights since it is necessary to learn what our rights are in order to intervene in reality, according to them. Derechos humanos en Argentina y américa latina: Formación y debates para unaciudadanía crítica سنة النشر: 2022 المؤلف: Ana Laura Sucari | Ramiro Manduca المؤلف المؤسسي: Red de Investigadores y Organizaciones Sociales de Latinoamérica (RIOSAL) Este libro es una invitación a estudiar sobre los Derechos Humanos. A la vez, busca ser un material que amplíe derechos abriendo debates que fomenten la enseñanza y el aprendizaje en un marco de respeto por los Derechos Humanos y para los DDHH ya que es necesario aprender cuáles son nuestros derechos con el fin de intervenir en la realidad de acuerdo a los mismos. 
Educación para la ciudadanía y la convivencia: manual de ciudadanía y convivencia desde la construcción colectiva de sentidos y redes; derechos humanos y paz سنة النشر: 2015 المؤلف المؤسسي: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) Human rights and peace is one of the main themes related with education for citizenship and coexistence. Therefore, identifies three areas of reflection: 1) Human rights as an ongoing and unfinished process, 2) Recognizing the diversities, 3) The generations of peace. Each one of these areas is accompanied by didactic tools that allow to deepen into the contents that are based on fundamental theoretical and practical elements, which could be useful in the pedagogical process leaded by the participants of the project. National meeting on peace education: working papers; report سنة النشر: 2015 المؤلف المؤسسي: Encuentro de Educacion para la Paz y los Derechos Humanos This document presents the most relevant reflections and commitments made up from the First National Encounter of Education for Peace and Human Rights, which took place on July 29th of 2014, with the participation of the Mayors, Secretaries of Education from the different territories of Colombia, governmental organizations, NGO's and multilateral agencies. Réunion nationale de l'éducation pour la paix: document de travail; mémoires سنة النشر: 2015 المؤلف المؤسسي: Encuentro de Educacion para la Paz y los Derechos Humanos Ce document présente les réflexions les plus pertinentes et les engagements pris à partir de la première rencontre nationale de l'éducation pour la paix et les droits de l'homme, qui a eu lieu le 29 Juillet 2014, avec la participation des maires, secrétaires d'éducation des différents territoires de la Colombie, gouvernementales organisations, les ONG et les agences multilatérales. Encuentro nacional de educación para la paz: documento de trabajo; memorias سنة النشر: 2015 المؤلف المؤسسي: Encuentro de Educacion para la Paz y los Derechos Humanos This document presents the most relevant reflections and commitments made up from the First National Encounter of Education for Peace and Human Rights, which took place on July 29th of 2014, with the participation of the Mayors, Secretaries of Education from the different territories of Colombia, governmental organizations, NGO's and multilateral agencies. Memorias del Segundo encuentro nacional sobre educación para la paz y los derechos humanos en los territorios سنة النشر: 2015 المؤلف المؤسسي: Encuentro de Educacion para la Paz y los Derechos Humanos The discussions and reflections of the Second National Encounter of Education for Peace and Human Rights were focused on the reality of schools, their dynamics and the territorial problems, taking into account those territories were the armed Colombian conflict has been deeply developed and the politic and administrative relations between the local-national dynamics present important challenges. These memories gather those discussions that lead to actions, new challenges and commitments, specially focused on the construction of public policy for education for peace and human rights. 
Inequidad de género en los logros de aprendizaje en educación primaria ¿Qué nos puede decir TERCE?; resumen ejecutivo سنة النشر: 2016 المؤلف: Denisse Gelber, Ernesto Treviño, Pamela Inostroza المؤلف المؤسسي: UNESCO Santiago This premise of work clearly establishes that promoting learning opportunities for all will be one of the priorities in the Education 2030. Within this framework, UNESCO Santiago has its own instrument that allows delivering diagnosis and analysis in depth about the learning inequality within the region; the Thrid Regional Comparative and Explanatory Study, TERCE - carried out by the Latin American Laboratory for Assessment of the Quality of Education, LLECE, body bringing together 15 countries and coordinated by our Office. 
The Comprehensive Learning Diagnosis: Chile’s approach to assess socio-emotional learning in schools سنة النشر: 2023 المؤلف: José Weinstein | Juan Bravo المؤلف المؤسسي: Center for Universal Education at Brookings Education in Chile has important challenges of quality, equity, and social integration. For decades, policies tried to respond to these concerns with a high-stakes accountability institutional framework, which has not had success. The underlying vision of educational quality was limited. The assessment system in place privileged cognitive and academic dimensions of educational results. Socio-emotional learning had been neglected or considered secondary, without an infrastructure of assessment tools that allowed teachers and principals to diagnosis students’ situations and monitor their progress. The COVID-19 crisis was an opportunity for change: Students’ socioemotional needs were a main concern for schools and society, and the regular accountability system based on standardized tests was interrupted. Subsequently, the Comprehensive Learning Diagnosis (DIA) was launched by the Education Quality Agency. The DIA is a voluntary assessment tool made available to all Chilean schools. The DIA promotes the comprehensive development of students, providing timely information and guidance to internally monitor students’ learning in the academic and socio-emotional domains at several points during the school year. Specifically, with respect to socio-emotional learning, three areas were considered: personal, community, and citizenship. In each of these areas, a set of socioemotional skills were defined, operationalized, and became possible to monitor by school communities. The DIA also collects students’ opinions of school management practices regarding socio-emotional skills. The DIA has received a wide acceptance in school communities. Despite being voluntary, an ample majority of schools decided to participate. The information collected from the DIA allows for practical use by principals and teachers. Moreover, the DIA provides the opportunity for students to inform school management. The new Chilean government has decided to strengthen DIA as an important component in a four-year national plan for reactivating academic and socio-emotional learning in schools. The previous high-stakes accountability system, which involved external assessments, has been suspended and is under discussion. The DIA experience has shown that critical social and educational situations can provide fertile ground to motivate deep and rapid transformation, if an educational actor (in this case the Education Quality Agency) is capable of enacting a pertinent, timely, and practical response to school needs. The DIA is not only an example of productive uses of students´ assessment by schools, but also a demonstration that it is possible to build an institutional arrangement among local, intermediate, and national levels of school systems, where a vertical hierarchy is changed by a collaborative relationship based on local agency, mutual trust, and differentiated technical contributions. 
Education for Democratic Citizenship and a Culture of Peace سنة النشر: 2022 المؤلف: Jéssica Marisol Vera Carrera المؤلف المؤسسي: University of Santiago de Cali Education for peace and citizen training as a promotion of peace construction. It is a global need in educational centers, particularly when making a comparison in Colombia and Mexico, to understand that education is a dynamic, continuous and permanent educational process by playing a fundamental role in the formation of the citizen; It is also the conducive setting for the promotion of socio-emotional skills that allow students to have sufficient tools to be a citizen agent of peace.