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Global Citizenship Education: Critical and International Perspectives سنة النشر: 2020 المؤلف: Abdeljalil Akkari | Kathrine Maleq المؤلف المؤسسي: Springer Nature | Swiss National Science Foundation This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity.Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world.In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging.This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. 
Desempeños de educación para la paz سنة النشر: 2016 المؤلف: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez المؤلف المؤسسي: Colombia. Ministerio de Educación Nacional Este documento presenta una propuesta de desempeños de Educación para la Paz para los grados transición a 11º. Esta propuesta busca servir de ilustración de cómo podría ser un diseño curricular consistente con las Orientaciones para la Implementación de la Cátedra de la Paz. 
Didactic Sequences of Education for Peace سنة النشر: 2016 المؤلف: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez المؤلف المؤسسي: Colombia. Ministerio de Educación Nacional This document proposes examples of didactic sequences of Peace Education for all grades from 1st to 11th. A didactic sequence can be understood as the detailed description of a series of articulated lesson organized in a coherent way. The proposed sequences include between 4 and 7 class sessions of approximately 50 minutes each. They seek to be consistent with the General Guidelines for the Implementation of the Peace Law and with the Proposed Performances. Secuencias didácticas de educación para la paz سنة النشر: 2016 المؤلف: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez المؤلف المؤسسي: Colombia. Ministerio de Educación Nacional En este documento se proponen ejemplos de secuencias didácticas de Educación para la Paz para cada uno de los grados desde 1º hasta 11º. Una secuencia didáctica puede comprenderse como la descripción detallada de una serie de planeaciones de clases articuladas de una manera coherente. Las secuencias propuestas incluyen entre 4 y 7 sesiones de clase de aproximadamente 50 minutos cada una. Buscan ser consistentes con las Orientaciones Generales para la Implementación de la Cátedra de la Paz y con la Propuesta de Desempeños de Educación para la Paz. 
Citizenship Competencies: From the Standards to the Classroom; Proposal for Integration into Academic Areas سنة النشر: 2004 المؤلف: Enrique Chaux | Juanita Lleras | Ana María Velásquez المؤلف المؤسسي: Colombia. Ministerio de Educación Nacional | Universidad de los Andes This book presents a proposal on how citizenship education can be promoted in schools. It offers ideas on how to integrate citizenship education within the daily life of educational institutions and, in particular, with education in traditional academic areas, with concrete examples of activities that can be implemented in the classroom. Competencias Ciudadanas: De los Estándares al Aulas; Una propuesta de integración a las áreas académicas سنة النشر: 2004 المؤلف: Enrique Chaux | Juanita Lleras | Ana María Velásquez المؤلف المؤسسي: Colombia. Ministerio de Educación Nacional | Universidad de los Andes Este libro presenta una propuesta sobre cómo puede promoverse la formación ciudadana en la escuela. Ofrece ideas sobre cómo integrar la formación ciudadana con la vida cotidiana de las instituciones educativas y, en particular, con la formación en las áreas académicas tradicionales, con ejemplos concretos de actividades que pueden implementarse en las aulas. 
Arab Sustainable Development Report 2020 سنة النشر: 2020 المؤلف المؤسسي: United Nations Economic and Social Commission for Western Asia (ESCWA) The 2030 Agenda calls for transformative change and paradigm shifts. Mobilizing domestic and external resources is a pressing challenge in the Arab region, and the pace of efforts on the SDGs must accelerate. However, transformative change not only requires financial resources and an acceleration of efforts but, above all, demands a shift in orientation and approach towards policy integration, environmental sustainability, and universal human rights with their emphasis on equality, justice, inclusion, fundamental freedoms and participatory politics.The story of the SDGs in the Arab region, therefore, is also a story of human rights, gender equality, sustainability and integrated development. The gravity of the task, and the scale of the ambition, are greater than measuring progress at goal, target and indicator level. Five years into the era of the 2030 Agenda and the SDGs, the present report is a reminder that the starting point for implementation and the horizon for achievement must be aligned for change to be transformative. It is only through the alignment of policies and other interventions with the overarching framework of the 2030 Agenda that the region, and the world, can hope to achieve the 2030 Agenda. How close, or how far, the Arab region is from this alignment is the story the present report aims to tell. 
Assurer à tous une éducation équitable, inclusive et de qualité: Objectif de développement durable 4 au Canada سنة النشر: 2020 المؤلف المؤسسي: Council of Ministers of Education, Canada (CMEC) Ce rapport fournit un cadre pour communiquer l’information aux échelons pancanadien et international au sujet du travail en cours au Canada sur la réalisation de l’ODD 4. Il tire parti des données et des indicateurs liés à l’ODD 4 et inclut, dans la mesure du possible, les données provinciales et territoriales. 
Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature (Sustainability 2020; Vol. 12, No. 4) سنة النشر: 2020 المؤلف: Brent Edwards | Manca Sustarsic | Mina Chiba | Mark McCormick | Melissa Goo | Sara Perriton المؤلف المؤسسي: Multidisciplinary Digital Publishing Institute (MDPI) This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs. Ensuring Inclusive and Equitable Quality Education: Sustainable Development Goal 4 in Canada سنة النشر: 2020 المؤلف المؤسسي: Council of Ministers of Education, Canada (CMEC) This report provides a framework to share information at the pan-Canadian and international levels on work underway in Canada to achieve SDG 4. The report builds on SDG 4 data and indicators and includes, where possible, provincial and territorial data.