الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 2,646 نتيجة
Non-formal and Informal Programs and Activities that Promote the Acquisition of Knowledge and Skills in Areas of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) سنة النشر: 2016 المؤلف: Ashley Stepanek Lockhart المؤلف المؤسسي: UNESCO This study will examine the nature of, and how, non-formal and informal programs and activities contribute to the acquisition of knowledge and skills for children, adolescents, youth and adults in precise areas of Target 4.7. This will be done by highlighting different definitions, conceptual approaches and history, along with policies of GCED and ESD and non-formal education and informal learning, comparing attempts to operationalize GCED and ESD to indicators for measurement and monitoring and challenges therein, and by identifying relevant sample programs and activities from around the world to analyze and consider using as data sources. How non-formal and informal provision related to GCED and ESD links to formal education will be considered, along with its connection to the larger notion of lifelong learning. 
Turning Promises into Action: Gender Equality in the 2030 Agenda for Sustainable Development سنة النشر: 2018 المؤلف المؤسسي: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Turning promises into action: Gender equality in the 2030 Agenda for Sustainable Development” provides a comprehensive and authoritative assessment of progress, gaps and challenges in the implementation of the Sustainable Development Goals (SDGs) from a gender perspective. This report monitors global and regional trends in achieving the SDGs for women and girls based on available data, and provides practical guidance for the implementation of gender-responsive policies and accountability processes. As a source of high-quality data and policy analysis, the report is a key reference and accountability tool for policymakers, women’s organizations, the UN system, and other stakeholders. Hacer las promesas realidad: La igualdad de género en la agenda 2030 para el desarrollo sostenible سنة النشر: 2018 المؤلف المؤسسي: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Hacer las promesas realidad: La igualdad de género en la Agenda 2030 para el Desarrollo Sostenible” presenta una evaluación exhaustiva y fidedigna de los avances, dificultades y posibilidades de la aplicación de los Objetivos de Desarrollo Sostenible (ODS) desde una perspectiva de género. El informe hace seguimiento de las tendencias mundiales y regionales con miras a la consecución de los ODS para las mujeres y las niñas sobre la base de los datos disponibles, y ofrece orientación práctica para la ejecución de políticas sensibles al género y los consiguientes procesos de rendición de cuentas. Como fuente de análisis de alta calidad de datos y políticas, el informe es una referencia e instrumento de rendición de cuentas esencial para responsables de la formulación de políticas, organizaciones de mujeres, el sistema de las Naciones Unidas y otras partes interesadas. 
Towards the development of an international module for assessing learning in Global Citizenship Education (GCE) and Education for Sustainable Development (ESD): a critical review of current measurement strategies سنة النشر: 2016 المؤلف: Bryony Hoskins المؤلف المؤسسي: UNESCO The aim of the study is to support the development of an indicator for target 4.7 of the UN sustainable development goals (STG). The study provides a conceptual framework for measuring the competences from global citizenship education (GCE) and education for sustainable development (ESD) from a review of the literature and then an audit of the different aspects of these competences. The study establishes the extent that these competences can be measured using existing data. The results of this analysis show that most dimensions of GCE can to some extent be measured by the existing IEA ICCS 2009 and 2016 datasets and an outline of how this data can be used to develop an initial indicator or set of indicators for target 4.7 is given. However, in contrast, the study finds that existing data is much more limited on measuring ESD and the existing data does not provide enough coverage for indicator development at the moment. The study recommends that in order to provide a more comprehensive measure of both these competences it would be necessary to develop a new module on GCE and ESD. After considering the options, it is concluded that the most realistic option is for this module to be attached to the existing IEA ICCS survey. The study concludes that an indicator of all citizens across the whole world is probably unrealistic considering the challenges faced, but what could be achievable is an indicator covering some countries from each region from around the world. To make this a reality considerable political effort and search for funding would be required to engage new regions to the ICCS survey, for example, from Africa and the Middle East 
Developing a Monitoring Instrument to Measure Extracurricular and Non-formal Activities which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) سنة النشر: 2016 المؤلف: Bassel Akar المؤلف المؤسسي: UNESCO The goal on Education is 1 of 17 Sustainable Development Goals that comprises a target to ensure all learners around the world have an opportunity to develop the competencies to promote sustainable approaches to living, including appreciating of cultural diversity, non-violence, and gender equality. Extracurricular activities and non-formal education (ENA) provides a non-traditional space for learning global citizenship and sustainable development. Around the world, communities have organized education programs and activities for youth outside school to learn the values and practices of being global citizens. Research shows, however, that most efforts to review and improve ENA for global citizenship and sustainable development have focused on summative evaluations with little attention to formative approaches of monitoring. Drawing on basic principles of action research, sustainable professional development, and education quality enhancement, a monitoring framework emerges to support organizations around the world in measuring progress towards education for global citizenship and sustainable development. This framework also suggests (1) inclusive monitoring spaces like internal reviews and online social networking platforms, (2) roles of stakeholders like donor agencies in institutionalizing monitoring practices, (3) instruments and measurable scales to facilitate dialogues that review program objectives and action plans, and (4) challenges in inclusive and sustainable monitoring tools and approaches. 
教科文组织在实施全球公民教育以及促进和平与人权教育和可持续发展教育中的作用和责任 سنة النشر: 2015 المؤلف المؤسسي: UNESCO This document is an addendum to document 196 EX/32. This item was included in the provisional agenda of the 196th session of the Executive Board at the request of Austria and Italy 
Key Concepts: A Feminist Approach to Human Rights Education (Chapter 4) سنة النشر: 2014 المؤلف: Julie Maia المؤلف المؤسسي: Stanford Human Rights Education Initiative (SHREI) Developed for the Stanford Human Rights Education Initiative (SHREI), this curriculum project examines connections among Gender Studies, feminist theory, and human rights movements around the world. This SHREI project presents its four key concepts through four curricular units, or chapters, each with a series of activities that can easily be adapted for use in courses in many disciplines. Each chapter contains these elements: A definition of the key concept An example of the use of the concept in a human rights document A brief essay on the value of the concept for human rights education A series of activities that guide students in using gender, race/ethnicity/nation, and class as lenses for analyzing social justice issues include transnational and multicultural perspectives on gender and human rights issues use "best practices" pedagogies for teaching human rights topics in community colleges. Within each chapter, activities are orgaized from simple to complex. Most activities, however, have self-contained objectives and can be used independently of the others. Sections on “Extending the Learning” offer longer readings or in-depth material for advanced courses. The GCED Clearinghouse introduces only chapter 4, "global citizenship" of this SHERI project. 
Global youth advocacy workshop on GCED: final report سنة النشر: 2015 المؤلف المؤسسي: APCEIU The United Nations Secretary-General's Global Education First Initiative (GEFI) recognizes Global Citizenship Education (GCED) as one of its three priorities. UNSG GEFI has generated momentum for GCED which has since been in the target of the education goal in the Muscat Agreement 2014 and in the proposed Sustainable Development Goals (SDGs) of the Open Working Group. The proposed SDGs will provide the basis for further intergovernmental negotiations on the post 2014 development agenda.In support of UNSG GEFI, UNESCO held its Second Global Forum on Global Citizenship Education on Building Peaceful and Sustainable Societies: Preparing for Post-2015 from 28 to 30 January 2015 in Paris, France. The forum aimed to identify GCED related inputs to the emerging Framework for Action on Education for the post 2015 development agenda, as well as key dimensions of GCED in relation to peace. Furthermore, it had a concurrent session dedicated to youth on Driving the GCED Agenda Forward: Acting with and for Young People to assemble the perspectives, ideas, and priorities of youth on GCED. Against this background, the Global Youth Advocacy Workshop on GCED, co-organized by GEFI, the Asia-Pacific Centre of Education for International Understanding (APCEIU) and UNESCO's Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) aimed to build the capacity of dynamic youth leaders from countries around the world to advocate for GCED. The participants of the workshop were selected on the basis of their previous experiences, present engagement, and future commitment in educating youth at the local and national levels. The objectives of the workshop were: 1. To build a common understanding of GCED and its key priority areas by building on the dialogue initiated at the Paris GCED Forum.2. To allow the participating youth leaders to elaborate an advocacy strategy suitable for implementation at the local and national levels to advance the GCED agenda beyond 2015.3. To establish a wider network of youth advocates on GCED to advance the agenda globally. La jeunesse mondiale atelier de plaidoyer sur ECM: rapport final سنة النشر: 2015 المؤلف المؤسسي: APCEIU À l'appui de SGNU GEFI, l'UNESCO a tenu son Forum mondial Deuxième sur L'éducation à la citoyenneté Mondiale (ECM) sur la construction de sociétés pacifiques et durables: Préparation de L'après 2015 du 28 au 30 Janvier 2015 à Paris, France. Le forum visait à identifier les entrées liées à l'ECM au Cadre émergent d'action sur l'éducation pour le programme de développement post 2015, ainsi que les dimensions clés de l'ECM par rapport à la paix. En outre, il a eu une séance simultanée dédiée aux jeunes sur la conduite du ECM Agenda Forward: Agir avec et pour les jeunes à assembler les perspectives, les idées et les priorités de la jeunesse sur ECM. Dans ce contexte, l'atelier de plaidoyer mondial de la jeunesse sur ECM, co-organisé par GEFI, le Centre Asie-Pacifique d'éducation pour la compréhension internationale (APCECI) et de l'Institut Mahatma Gandhi de l'UNESCO de l'éducation pour la paix et le développement durable (MGIEP) visant à construire le la capacité des jeunes leaders dynamiques des pays du monde entier à plaider pour ECM. Les participants de l'atelier ont été sélectionnés sur la base de leurs expériences précédentes, l'engagement présent et futur engagement dans l'éducation des jeunes aux niveaux local et national. Les objectifs de l'atelier étaient les suivants: 1. Pour construire une compréhension commune de l'ECM et de ses domaines prioritaires en misant sur le dialogue initié lors du Forum ECM Paris. 2. Pour permettre aux jeunes leaders participants d'élaborer une stratégie de plaidoyer approprié pour la mise en œuvre aux niveaux local et national pour faire avancer l'ordre du jour de l'ECM au-delà de 2015. 3. Pour établir un réseau plus large de défenseurs des jeunes sur ECM pour faire avancer l'ordre du jour à l'échelle mondiale. 글로벌시민교육 청소년 리더십 워크숍 최종보고서 سنة النشر: 2015 المؤلف المؤسسي: APCEIU 본 보고서는 2015년 3월 30일부터 4월 4일까지 부산에서 열린 ‘글로벌시민교육 청소년 리더십 워크숍(Global Youth Advocacy Workshop on GCED)’의 최종보고서이다. 이번 워크숍은 글로벌시민교육 청소년 옹호활동에 초점을 둔 첫 번째 워크숍으로서, 전세계 34개국에서 45명의 청소년 활동가들이 참가하여 글로벌시민교육에 대한 아이디어를 교환하며, 글로벌시민교육을 전 세계적으로 확산하고 지역·국가적 차원의 청소년 글로벌시민교육 활동을 증진하기 위한 핵심 전략을 논의하는 장이었다. 본 보고서는 6일 간의 워크숍 활동들에 대한 기록과 더불어 글로벌시민교육의 주체로서 글로벌시민교육의 의미와 우선 과제들에 대한 젊은이들의 목소리를 담고자 했다. 본 워크숍은 유네스코 아태교육원과 유엔 사무총장의 글로벌교육우선구상(GEFI), 유네스코 마하트마간디 평화지속가능발전교육원(MGIEP)가 공동주최하고 부산시 금정구와 에듀케이트어차일드(Educate A Child)가 후원했다.문의: 유네스코 아태교육원 교육연수팀(ent@unescoapceiu.org)