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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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Soluciones para un aprendizaje a distancia سنة النشر: 2020 المؤلف المؤسسي: UNESCO A continuación, ofrecemos una lista de aplicaciones y plataformas educativas para ayudar a los padres, docentes, centros educativos y sistemas escolares a facilitar el aprendizaje de los alumnos y garantizar las interacciones y los servicios sociales durante el periodo de cierre de las escuelas. Aunque no han sido explícitamente respaldadas por la UNESCO, estas soluciones tienen un amplio alcance, numerosos usuarios y una eficacia probada. La mayor parte de las soluciones son gratuitas y muchas se encuentran en varios idiomas.Si usted es un proveedor de servicios de aprendizaje digital y posee un producto sólido que cree merece figurar en la siguiente lista de recursos, favor envíenos un correo electrónico a la dirección: COVID19taskforce@unesco.org Solutions d’apprentissage à distance سنة النشر: 2020 المؤلف المؤسسي: UNESCO La liste d’applications et de plates-formes éducatives ci-dessous vise à aider parents, enseignants, établissements et responsables pédagogiques à faciliter l’apprentissage des élèves et à assurer des interactions et des services sociaux pendant la fermeture des écoles. La plupart des solutions sont gratuites et plusieurs sont multilingues. Bien qu’elles ne soient pas explicitement soutenues par l’UNESCO, ces solutions ont généralement une large portée, de nombreux utilisateurs et une efficacité avérée. Elles sont classées par type de besoin pédagogique mais la plupart présente des fonctionnalités relevant de plusieurs catégories. Инструменты дистанционного обучения سنة النشر: 2020 المؤلف المؤسسي: UNESCO Приведенный ниже список образовательных приложений, платформ и ресурсов призван помочь родителям, учителям, школам и школьным администраторам облегчить процесс обучения учащихся и обеспечить социальную помощь и взаимодействие в периоды закрытия школ. Большинство предложений доступны бесплатно и многие поддерживаются на нескольких языках. Хотя эти предложения не имеют непосредственной поддержки ЮНЕСКО, они, как правило, имеют широкий охват, мощную базу пользователей и подтверждения достигнутых результатов. Они распределены исходя из потребностей дистанционного обучения, но большинство из них предлагают функциональные возможности по нескольким категориям. 
Mainstreaming Inclusive Education: Sharing Good Practices سنة النشر: 2019 المؤلف المؤسسي: Save the Children The primary aim of this documentation is to provide a deeper understanding of how projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners.The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes. 
Epistemology from the South: A Decolonized Vision of the Objectives for Sustainable Development سنة النشر: 2016 المؤلف: Javier Collado Ruano المؤلف المؤسسي: Universidade de Sao Paulo The research object of this article is to identify the different epistemological and methodological perspectives that have emerged from the global South. It also addresses the irruption of globalization and cross-border processes of climate change from the called “epistemology of the South” perspective. As a result, it claims the need for cross-cultural bridges between people from all over the world to overcome the paradigmatic crossroads at which we find ourselves as a world-system, with the aim to achieve the Sustainable Development Goals set by the United Nations for the year 2030. Epistemología del Sur: una visión descolonial a los Objetivos de Desarrollo Sostenible سنة النشر: 2016 المؤلف: Javier Collado Ruano المؤلف المؤسسي: Universidade de Sao Paulo El objeto de investigación del presente artículo es identificar las diferentes perspectivas epistemológicas y metodológicas que han emergido desde el Sur global. También se aborda la irrupción de la globalización y los procesos transfronterizos del cambio climático desde la denominada “epistemología del sur”. Como resultado, se manifiesta la necesidad de crear puentes transculturales entre los pueblos de todo el mundo para superar la encrucijada paradigmática en la que nos encontramos como sistema-mundo, con la finalidad de alcanzar los Objetivos de Desarrollo Sostenible establecidos por los Naciones Unidas para el año 2030. 
Establishing a Monitoring System for Global Citizenship Education in South Korea: A Preliminary Study with a Focus on Policy Area سنة النشر: 2019 المؤلف المؤسسي: APCEIU The Asia-Pacific Centre of Education for International Understanding published a report titled "Establishing a Monitoring System for Global Citizenship Education in South Korea: A Preliminary Study with a Focus on Policy Area." The purpose of this research report is to provide implications for the development of indicators for Global Citizenship Education (GCED) which is the target 4.7 of the Sustainable Development Goals (SDGs) and the establishment of a Korean monitoring system for data accumulation. It is difficult for GCED to set up common indicators to monitor the implementation of each country, as it comprehensively deals with the direction and contents of education, whereas other targets of SDG4 are relatively clear targets and goals such as guaranteeing educational opportunities and improving educational conditions. For this reason, this study proposed Korean indicators based on domestic and international trends and analysis of issues concerning the development of SDG4.7.1 indicators and reviewed the domestic status in implementation based on them, thereby contributing to the development and consolidation of global indicators development and monitoring systems in the future. 세계시민교육 지표 개발 및 데이터 축적을 위한 모니터링 체제 구축 연구 سنة النشر: 2019 المؤلف المؤسسي: APCEIU 유네스코 아태교육원은 “세계시민교육 지표 개발 및 데이터 축적을 위한 모니터링 체제 구축 연구” 보고서를 발간하였다. 본 연구보고서는 지속가능발전목표(SDGs)의 4번 교육 목표 중 7번째 세부목표(SDG4.7)인 세계시민교육의 지표 개발과 데이터 축적을 위한 국내 모니터링 체제 구축을 위한 시사점을 제공하는데 목적이 있다. SDG4.7이 추구하는 세계시민교육은 교육기회의 보장이나 교육여건 개선 등 비교적 대상과 목표가 명확한 다른 SDG4의 세부목표와 달리 교육의 방향성과 내용을 포괄적으로 다루기 때문에, 국가별로 이행 여부를 모니터링하기 위한 공동의 지표 설정에 어려움이 있다. 이와 같은 이유로, 본 연구에서는 SDG4.7.1 지표 개발에 대한 국내외 동향과 쟁점 분석을 토대로 국내 지표를 제안하고 이를 바탕으로 국내 이행 수준을 검토함으로써, 향후 글로벌 지표 개발과 모니터링 체제를 발전 및 공고화하는데 기여하고자 하였다. 
Education for global and multicultural citizenship: a strategy for Victorian Government schools 2009-2013 سنة النشر: 2009 المؤلف المؤسسي: State of Victoria (Australia) | Melbourne. Department of Education and Early Childhood Development. Office of Government School Education. Student Learning Programs Division The purpose of this strategy is to provide a renewed vision for global and multicultural education in Victorian Government schools; to align priorities to current legislative, policy and curriculum frameworks; and to guide action across schools, regions and the Department. The strategy offers a new concept for thinking about multicultural education: global and multicultural citizenship. The actions outlined will pursue the following objectives: improving educational outcomes for all students through the implementation of inclusive practices and through learning and teaching that utilises the Victorian Essential Learning Standards (VELS) domains relevant to global and multicultural citizenshipdeveloping the intercultural literacies that students, parents, educators, and leadership groups need to live and work as part of a diverse and globalised populationpromoting social cohesion and diversity as sources of educational and economic advantage for all students • enhancing the engagement, wellbeing and sense of belonging for all students in safe and secure learning environmentsbuilding the capacity of the school community to identify and address overt, subtle and institutionalised racism, stereotyping and other forms of prejudicebuilding and sustaining inclusive and participative school–community partnerships that prepare all students for global and multicultural citizenship. Education à la Citoyenneté Mondiale et Multiculturelle: une stratégie pour les écoles Victorienne Governement 2009-2013 سنة النشر: 2009 المؤلف المؤسسي: State of Victoria (Australia) | Melbourne. Department of Education and Early Childhood Development. Office of Government School Education. Student Learning Programs Division Le but de cette stratégie est de fournir une vision renouvelée de l'éducation globale et multiculturelle dans les écoles publiques victorienne; d'aligner les priorités des cadres législatifs, politiques et programmes actuels; et pour guider l'action dans les écoles, les régions et le ministère. La stratégie offre un nouveau concept pour la réflexion sur l'éducation multiculturelle: mondiale et citoyenneté multiculturelle. Les actions décrites poursuivra les objectifs suivants:Améliorer les résultats scolaires pour tous les élèves grâce à la mise en œuvre de pratiques inclusives et par l'apprentissage et l'enseignement ont fait utliser les Normes d'Apprentissage Essentielles Victoriennes (NAEV) les domaines pertinents à la citoyenneté mondiale et multiculturelle développer les alphabétisations interculturelles ne élèves, les parents, les éducateurs et les groupes de leadership doivent vivre et travailler dans le cadre d'une diversité et globalisé promo population ting cohésion sociale et la diversité comme sources d'avantage éducatif et économique pour tous les élèves • renforcement de la participation, bien-être et le sentiment d'appartenance pour tous les élèves dans des environnements d'apprentissage sûrs et sécurisésle renforcement des capacités de la communauté scolaire pour identifier et traiter ouvertement, subtile et institutionnalisés racisme, les stéréotypes et d'autres formes de renforcement des préjugés et de maintien de partenariats inclusifs et participatifs scolaires communautaires a fait préparer tous les élèves à la citoyenneté mondiale et multiculturelle.