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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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Climate change in the classroom: UNESCO course for secondary teachers on climate change education for sustainable development سنة النشر: 2013 المؤلف: David Selby | Fumiyo Kagawa المؤلف المؤسسي: UNESCO This course has been created with the goal of bringing climate change education outside the science classroom into the many other subject areas upon which climate change now has an impact, or will impact in the future, such as ethics, social studies, economics, political science, among others. The course materials are organized into four parts: 1. Course Framework and Overview, 2. Teachers’ Education Course daily materials, 3. Regional Resource Packs, 4. Daily Classroom Materials for teachers. These materials are all described in more detail and can be accessed from the Start Menu found on the following pages. This course is designed to enable teachers at the secondary level from diverse subject areas to introduce climate change education for sustainable development (CCESD) across the curriculum. UNESCO has identified the professional development of teachers in education for sustainable development as the top priority in recognition of the transformative role that teachers and teacher educators need to play in re-orienting education to help realize a sustainable future (UNESCO, 2005, p. 19). But good intentions for the professional development of teachers have fallen short in practice. Although taken up by enthusiasts, teacher education for sustainable development has rarely been mainstreamed, and, where there are courses, is often approached within a disciplinary as opposed to an interdisciplinary frame (Wals, A., 2009). If professional development in education for sustainable development is at an adolescent stage, teacher education in climate change education for sustainable development is in its infancy. For instance, according to a 2009 international comparative study on climate change education and sustainable development in ten countries, climate change education has peripheral status in educational research and practice, and when it is addressed it is only within science education (Læssøe,J. Schnack, K., Breiting, S. & Rolls, S., 2009). There is a clear and present need to respond to climate change challenges through systematic teacher education programmes that are not restricted to a single subject area. This teacher education course is an attempt to fill the current gap and is in line with one of UNESCO’s key objectives for climate change education for sustainable development, that is, to support teacher training on climate change for sustainable development (UNESCO, 2010, p. 9). The programme has four distinctive features: 1. It helps teachers to understand the causes, dynamics and impacts of climate change through a holistic approach. 2. Teachers are exposed to, and experience, a range of pedagogical approaches and techniques, that they can use in their own school environment. This includes engagement of themselves and their students in whole school and school-in-community approaches. 3. Teachers will develop their capacities to facilitate students’ community based learning. 4. Teachers will develop future-oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning. Les changements climatiques dans la salle de classe: Cours de l'UNESCO pour les enseignants du secondaire sur le changement climatique éducation au développement durable سنة النشر: 2013 المؤلف: David Selby | Fumiyo Kagawa المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce cours a été créé avec l'objectif d'amener le changement climatique l'éducation en dehors de la salle de classe de la science dans les nombreux autres domaines sur lesquels le changement climatique a maintenant un impact, ou aura un impact à l'avenir, comme l'éthique, les études sociales, l'économie, la science politique , parmi d'autres. Les supports de cours sont organisés en quatre parties: 1. Structure du cours et aperçu, cours d'éducation matières quotidiennes 2. Enseignants, Packs 3. Ressources régionales, 4. Quotidiennes Matériel didactique pour les enseignants. Ces matériaux sont décrits plus en détail et sont accessibles à partir du menu démarrer trouvé dans les pages suivantes. Ce cours est conçu pour permettre aux enseignants au niveau secondaire de domaines divers pour introduire l'éducation sur le changement climatique pour le développement durable (ECCDD) à travers le curriculum. L'UNESCO a identifié le développement professionnel des enseignants dans l'éducation pour le développement durable comme priorité absolue dans la reconnaissance du rôle transformateur que les enseignants et les formateurs d'enseignants doivent jouer dans l'éducation de réorientation pour aider à réaliser un avenir durable (UNESCO, 2005, p. 19 ). Mais les bonnes intentions pour le développement professionnel des enseignants sont tombés à court dans la pratique. Bien pris par les amateurs, la formation des enseignants pour le développement durable a rarement été intégré, et où il y a des cours, est souvent abordé dans une discipline, par opposition à un cadre interdisciplinaire (Wals, A., 2009). Si le développement professionnel en éducation pour le développement durable est à un stade adolescent, la formation des enseignants en éducation au changement climatique pour le développement durable est à ses débuts. Par exemple, selon une étude comparative internationale 2009 sur le changement climatique l'éducation et le développement durable dans dix pays, éducation au changement climatique a un statut périphérique dans la recherche et la pratique éducative, et quand elle est adressée, il est seulement dans l'enseignement des sciences (Laessoe, J. Schnack , K., Breiting, S. & Rolls, S., 2009). Il y a un besoin clair et présent pour répondre aux défis du changement climatique par le biais de programmes de formation des enseignants systématiques qui ne se limitent pas à une seule matière. Ce cours de formation des enseignants est une tentative de combler le vide actuel et est en ligne avec l'un des principaux objectifs de l'UNESCO pour le changement climatique éducation pour le développement durable, qui est, pour soutenir la formation des enseignants sur le changement climatique pour le développement durable (UNESCO, 2010, p. 9). Le programme comporte quatre traits distinctifs: 1.Il aide les enseignants à comprendre les causes, la dynamique et les impacts du changement climatique à travers une approche holistique. 2.Les enseignants sont exposés, et de l'expérience, une gamme d'approches et de techniques pédagogiques, qu'ils peuvent utiliser dans leur propre milieu scolaire. Cela comprend l'engagement d'eux-mêmes et de leurs élèves à l'école ensemble et approches écoles en communauté. 3.Les enseignants développeront leurs capacités pour faciliter base communautaire d'apprentissage des élèves. 4. Les enseignants développeront les capacités de tournées vers l'avenir et de transformation pour faciliter l'atténuation des changements climatiques, l'adaptation et l'apprentissage de la réduction des risques de catastrophe. 
Notes techniques du secteur de l'éducation: education au changement climatique سنة النشر: 2013 المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Climate change is a major challenge to sustainable development. The ten hottest years on record have occurred since 1998. Sea-levels are rising. Rainfall patterns are changing, causing droughts and floods. Extreme weather events such as storms, cyclones and heat waves are becoming more frequent and intense. Climate change poses a number of interconnected challenges, including water security, rising pressures on food production and health and disaster risks. ◗ Climate change disproportionately affects developing countries and vulnerable people within those countries, thereby seriously threatening progress towards the Millennium Development Goals (MDGs) and Education for All (EFA). It is already having a reverse impact on enrolment rates, the delivery of quality education and safe learning environments. ◗ Education has a key role to play in concerted local and global climate change mitigation and adaptation efforts. ◗ UNESCO promotes climate change education within the overall context of Education for Sustainable Development (ESD). ◗ UNESCO supports Member States in building the capacity of policy makers and educators to enhance the education sector response to climate change. ◗ Closer alignment of Climate Change Education with Disaster Risk Reduction (DRR) education contributes to safeguarding development gains and building resilience in countries vulnerable to the negative impacts of climate change. Education sector technical notes: climate change education سنة النشر: 2013 المؤلف المؤسسي: UNESCO Climate change is a major challenge to sustainable development. The ten hottest years on record have occurred since 1998. Sea-levels are rising. Rainfall patterns are changing, causing droughts and floods. Extreme weather events such as storms, cyclones and heat waves are becoming more frequent and intense. Climate change poses a number of interconnected challenges, including water security, rising pressures on food production and health and disaster risks. ◗ Climate change disproportionately affects developing countries and vulnerable people within those countries, thereby seriously threatening progress towards the Millennium Development Goals (MDGs) and Education for All (EFA). It is already having a reverse impact on enrolment rates, the delivery of quality education and safe learning environments. ◗ Education has a key role to play in concerted local and global climate change mitigation and adaptation efforts. ◗ UNESCO promotes climate change education within the overall context of Education for Sustainable Development (ESD). ◗ UNESCO supports Member States in building the capacity of policy makers and educators to enhance the education sector response to climate change. ◗ Closer alignment of Climate Change Education with Disaster Risk Reduction (DRR) education contributes to safeguarding development gains and building resilience in countries vulnerable to the negative impacts of climate change. Educación sobre el Cambio Climático para el Desarrollo Sostenible: Iniciativa de la UNESCO sobre el Cambio Climático سنة النشر: 2010 المؤلف المؤسسي: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) The UNESCO Climate Change Initiative was launched by Director-General Irina Bokova in Copenhagen during the 15th Conference of the Parties to the UN Framework Convention on Climate Change (UNFCCC COP15). It seeks to reinforce the scientific, mitigation and adaptation capacities of countries and communities that are most vulnerable to the effects of climate change. It focuses on a select number of strategic issues in line with The UN System Delivering as One on Climate Change action plan and The UNESCO Strategy for Action on Climate Change. The Initiative is based on four thematic areas: scientific, educational, environmental and ethical. Key objectives will be achieved through intersectoral and interdisciplinary cooperation, coordinated field activities, and networking. Special attention is given to UNESCO’s two global priorities, Africa and gender equality, as well as to the increased vulnerability of Small Island Developing States (SIDS). The UN System “Delivering as One” on Climate Change During the 13th session of the Conference of Parties to the UNFCCC in Bali, Indonesia, UN Secretary General Ban Ki-Moon presented an unprecedented coordination effort to bring together all the diverse perspectives, expertise and strengths of the UN system so as to deliver as one in the critical area of climate change. The initiative brings together expertise and ongoing work in diverse areas ranging from science and technology to agriculture, transport, forestry and disaster risk reduction, to address both mitigation and adaptation. It brings together the normative, standard setting and knowledge sharing capacities of the system with its operational reach in order to support the most vulnerable. The overall objective is to maximize existing synergies, eliminate duplication and overlap, and optimize the impact of the collective effort of the UN system. To ensure better coordination, convening responsibilities were assigned to UN system entities with a large volume of activities in the five focus areas and four cross-cutting areas. Focus areas ㆍAdaptation – High-Level Committee on Programmes collectively ㆍ Technology transfer – UNIDO, UN-DESA ㆍReduction of emissions from deforestation and degradation (REDD) – UNDP, FAO, UNEP ㆍ Financing mitigation and adaptation action – UNDP, World Bank Group ㆍCapacity building – UNDP, UNEP Cross-cutting areas ㆍClimate knowledge: science, assessment, monitoring and early warning – WMO, UNESCO ㆍSupporting global, regional and national action – UN-DESA, UN Regional Commissions, UNDP ㆍClimate-neutral UN – UNEP ㆍPublic awareness – UNCG, UNEP. 
Better Life, Better Future: UNESCO Global Partnership for Girl's and Women's Education سنة النشر: 2015 المؤلف المؤسسي: UNESCO Since its inception, UNESCO has been a strong advocate, promoter and defender of the right to quality education for all, especially for girls and women. Gender equality and education are fundamental human rights, which stand at the core of UNESCO’s mandate. UNESCO launched the Global Partnership for Girls’ and Women’s Education in 2011, guided by the conviction that by educating girls and women, we can break persistent cycles of poverty and in turn foster greater social justice. The Partnership aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest challenges and obstacles to their education. The partnership addresses two weakest links which are secondery education and literacy. Une Vie meilleure, un avenir meilleur: partenariat mondial de l'UNESCO pour l'éducation des filles et des femmes سنة النشر: 2015 المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Since its inception, UNESCO has been a strong advocate, promoter and defender of the right to quality education for all, especially for girls and women. Gender equality and education are fundamental human rights, which stand at the core of UNESCO’s mandate. UNESCO launched the Global Partnership for Girls’ and Women’s Education in 2011, guided by the conviction that by educating girls and women, we can break persistent cycles of poverty and in turn foster greater social justice. The Partnership aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest challenges and obstacles to their education. The partnership addresses two weakest links which are secondery education and literacy. 
Better Life, Better Future: UNESCO Global Partnership for Girls' and Women's Education سنة النشر: 2014 المؤلف المؤسسي: UNESCO Since its creation, UNESCO has been advocating for, promoting and defending the right to quality education for all, especially for girls and women. As fundamental human rights, gender equality and education stand at the core of UNESCO’s mandate. UNESCO launched the Global Partnership for Girls’ and Women’s Education in 2011 guided by the conviction that educating girls and women can break the cycle of poverty and foster greater social justice. The Partnership seeks to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest challenges and obstacles to their education. The Partnership addresses two main areas which require increased attention: secondary education and literacy. 
[Summary] Investing in Cultural Diversity and Intercultural Dialogue: UNESCO World Report; Executive Summary سنة النشر: 2009 المؤلف المؤسسي: UNESCO Cultural diversity has emerged as a key concern at the turn of a new century. Yet the meanings attached to this catch-all term are as varied as they are shifting. Some see cultural diversity as inherently positive, insofar as it points to a sharing of the wealth embodied in each of the world’s cultures and, accordingly, to the links uniting us all in processes of exchange and dialogue. For others, cultural differences are what cause us to lose sight of our common humanity and are therefore at the root of numerous conflicts.This second diagnosis is today all the more plausible since globalization has increased the points of interaction and friction between cultures, giving rise to identity-linked tensions, withdrawals and claims, particularly of a religious nature, which can become potential sources of dispute. The essential challenge, therefore, would be to propose a coherent vision of cultural diversity and thereby to clarify how, far from being a threat, it can become beneficial to the action of the international community. This is the essential purpose of the present report. Values Education through Sport سنة النشر: 2016 المؤلف المؤسسي: UNESCO Innovative education for developmentEducation in the 21st century increasingly recognizes the role of values and social skills in tackling global challenges, such as inactivity, obesity, unemployment, and conflict. This approach is at the core of the Sustainable Development Goal 4 on quality education, which advocates for inclusive lifelong learning opportunities and innovative content delivery. Dynamic forms of values-based education using sport can be introduced in schools to support teachers deliver curricula actively and cooperatively.What are sport values?Sport can teach values such as fairness, teambuilding, equality, discipline, inclusion, perseverance and respect. Sport has the power to provide a universal framework for learning values, thus contributing to the development of soft skills needed for responsible citizenship.What can Values Education through Sport offer?Values Education through Sport (VETS) programmes support active learning, complement cognitive skills and give students increasing amounts of responsibility, and enhance their level of concentration and participation. VETS programmes are flexible and have a strong cross-curricular potential: they can reinforce existing curricula and can be streamed across different subjects, including physical education, civic and moral education, nutrition, biology, arts. Ultimately, these programmes help students to transfer and put values into action outside the school environment, by getting engaged in their communities, making informed decisions, being sensitive and respecting the others and the environment. VETS contributes to the development of self-confidence, active and healthy lifestyle choices, and an understanding of rights, supporting the delicate transition to the independence of adulthood.