الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Inclusive Lifelong Learning in Cities: Policies and Practices for Vulnerable Groups سنة النشر: 2021 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This publication features chapters on learning cities’ endeavours to promote inclusive lifelong learning for vulnerable groups. It is based on research papers prepared for the fourth International Conference on Learning Cities, which took place in 2019 in Medellín, Colombia, under the theme ‘Inclusion – A principle for lifelong learning and sustainable cities’ and hence marks a transition between the learning city conferences of 2019 and 2021. 
Preventive Diplomacy Mechanisms and the Development of a Culture of Peace in Central Asia (East European Scientific Journal; vol. 3, no.67) سنة النشر: 2021 المؤلف: Z.A. Zaripova The article is devoted to the analysis of mechanisms of preventive diplomacy in the region. Central Asia at the present stage. It examines such UN mechanisms as the Sustainable Development Program. The article examines UN mechanisms for preventive diplomacy in the Central Asian region at the present stage, The study focuses on the activities of the United Nations Regional Center for Preventive Diplomacy for Central Asia as well as on efforts and cooperation among states in the region to find compromise solutions to security and development challenges. The study also examines the efforts of the states of the region to find compromise solutions to security problems and the development of a culture of peace in the region. Механизмы превентивной дипломатии и развитие культуры мира в Центральной Азии (Восточно европейский научный Журнал; vol. 3, no.67) سنة النشر: 2021 المؤلف: Z.A. Zaripova Статья посвящена анализу механизмов превентивной дипломатии в регионе Центральная Азия на современном этапе. Исследуются такие механизмы ООН как программа устойчивого развития, деятельность Регионального центра ООН по превентивной дипломатии для Центральной Азии, а так же усилия и взаимодействие государств региона в поиске компромиссных решений по проблемам безопасности и развитие культуры мира в регионе. 
5-year progress review of SDG 4 – Education 2030 in Asia-Pacific سنة النشر: 2021 المؤلف المؤسسي: UNESCO Bangkok | United Nations Children's Fund (UNICEF) This report documents progress made towards the achievement of SDG 4 in the Asia-Pacific region since the ambitious vision for Education 2030 was set in 2015. It analyses the regional context, challenges and opportunities, and provides policy recommendations through the lens of the overarching themes of equity and inclusion, while also considering the impact of the COVID-19 pandemic. 
Keeping the Promise: Ending Violence Against Children by 2030 سنة النشر: 2019 المؤلف المؤسسي: United Nations (UN) This report aims to help us keep that promise to children. It documents what has been achieved to date through collective action, reminds us of the prevalence and nature of violence, sets out the evidence on solutions, and charts a course for accelerated progress. 
Leaving No One Behind: Impact of COVID-19 on the Sustainable Development Goals (SDGs); Flagship Publication سنة النشر: 2021 المؤلف: Babatunde Abidoye | Joanna Felix | Serge Kapto | Laurel Patterson المؤلف المؤسسي: United Nations Development Programme (UNDP) | Frederick S. Pardee Center for International Futures This report by UNDP, in partnership with the Pardee Center for International Futures at the University of Denver, is part of a series examining the impact of COVID-19 on the Sustainable Development Goals (SDGs) and a potential pathway for socioeconomic recovery from the effects of the pandemic. The analysis explores a range of possible future effects of COVID-19 on different aspects of development while also highlighting the benefits of bold choices that can power the global recovery effort, accelerate the achievement of the 2030 Agenda, and support investments that reap long-term benefits for sustainable development.This second flagship report extends the analysis to the People and Prosperity pillars of the 2030 Agenda and focuses on 69 countries in the low and medium human development groups. Pre-existing structural limitations and systemic challenges in their health and education systems, combined with porous safety nets and fiscal constraints, put low and medium human development countries at risk of being disproportionately impacted by the regressive effects of the pandemic and left further behind in SDG achievement. 
When Schools Shut: Gendered Impacts of COVID-19 School Closures سنة النشر: 2021 المؤلف المؤسسي: UNESCO School closures to mitigate the spread of COVID-19 have caused unprecedented disruption for nearly 1.6 billion learners across the globe. Beyond alarming effects on learning loss and school dropout, they pose an immediate and long-term threat to gender equality, with gender-specific effects on health, well-being and protection. This publication exposes these impacts and calls for effective strategies to ensure education continuity, promote gender equality and improve lives and futures. Through a review of published research, a global survey of actions taken by organizations in favour of gender equality in education, and in-depth data collection in five countries, UNESCO and its partners underline the challenges faced by children and young people to continue learning, and to return to school safely. When schools shut also showcases the efforts made by governments and the international community to mitigate harm and safeguard progress towards gender equality in and through education. While it is too soon to grasp the full scope of the impact of school closures, the publication sets out early evidence from across different contexts globally on how girls and boys have been participating in remote learning, planning for the return to school, and coping with mental and physical health challenges during the closures. It is a call to governments and their partners to put gender at the centre of education recovery to tackle declining participation and low return-to-school rates. When schools shut is a timely reminder that schools are essential sites not only for learning, but also lifelines when it comes to health, well-being and protection of all learners. 
How Mindful Compassion Practices Can Cultivate Social and Emotional Learning سنة النشر: 2018 المؤلف: Marilee Bresciani Ludvik | Tonya Lea Eberhart المؤلف المؤسسي: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) A fundamental purpose of social-emotional learning (SEL) is to provide students with opportunities to develop self-awareness, self-management, and social awareness, which in turn would lead to positive goal-oriented behaviors and the cultivation of collaborative relationships. While scholarly literature lists several strategies to foster SEL skills, there is little evidence of their effectiveness. There is research to support that mindful compassion practices (MCPs) cultivate specific outcomes that align with SEL outcomes. However, questions as to how much of each of these practices and how long they need to be practiced in order to realize effective integration into school curricula remain unanswered. Nevertheless, it has been determined that in order for these approaches to have a positive effect, schools need support to define, implement, evaluate, and modify SEL curriculum according to their needs. 
Experiences of Education for Sustainable Development in the Further Education and Training Sector سنة النشر: 2021 المؤلف المؤسسي: Education and Training Foundation The Education and Training Foundation (ETF) recognises the vital role the further education and training (FE) sector has to play in combating climate change and achieving sustainability and social justice, both nationally and globally. Not only does our sector provide the technical and vocation skills required to help transition to a sustainable future, it also reaches millions of learners from all walks of life, spread across diverse communities.This report provides the results and an analytical narrative of findings from a survey carried out among the FE and training sector workforce about their experiences of education for sustainable development (ESD). 
EIU Best Practices 2021: Reinforcing GCED Virtually; the AFS Effect+ for the Classroom, a Case from Brazil, Colombia, and New Zealand (EIU Best Practices Series; no.56) سنة النشر: 2021 المؤلف: Ana Carolina Cassiano المؤلف المؤسسي: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.56 introduces ‘the AFS Effect+ for the Classroom Programme’ which is launched in September 2020. The programme has engaged 150+ high-school teachers from Brazil, Colombia, and New Zealand who completed 20 hours of virtual teacher training, collaborated virtually with each other and piloted activities developed by AFS with their classrooms, reaching over 2,500 students. As a result of the programme, the AFS Effect+ for the Classroom: Toolkit for Educators is now available to teachers worldwide to use as a resource for teaching Active Global Citizenship & the SDGs for high school students. The toolkit is currently available in English, Spanish and Portuguese, and being disseminated through AFS Network Organizations which are present in 50+ countries.