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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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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. 
[요약문] 제4차 유네스코 성인학습 및 교육에 관한 글로벌 보고서: 참여, 형평 및 포용을 통해 그 누구도 소외되지 않는 세상; 주요 결과 및 요약 سنة النشر: 2020 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) 제4차 유네스코 성인학습 및 교육에 관한 글로벌 보고서(GRALE IV)는 SDG 4의 달성 및 이를 통한 나머지 16개 목표에 대한 범분야적 기여 실현에 있어 성인학습 및 교육을 중심으로 교육에 대해 훨씬 더 통합적이고 포괄적인 접근이 요구된다고 주장한다. 본 보고서의 주요내용은 대부분의 회원국이 능동적 시민성 함양을 위한 성인학습 및 교육(ALE for active citizenship)의 가능성을 인정하고 있음에도 불구하고 여전히 정책우선순위에서 밀려나 있다는 것이다. 이러한 정책 흐름을 바꾸지 않는 이상, SDG 4의 다양한 세부 목표를 이행할 수 없으며 교육분야 목표가 달성되지 못하면 다른 목표 역시 달성되지 못할 위험에 빠질 것이라고 강조한다. GRALE IV는 성인학습 및 교육 참여가 가져오는 다양한 이점을 강조함과 동시에 이러한 이점들이 고르지 않게 분배되어 있음을 보여준다. 
Who in the World Am I?: An Activity and Enquiry Pack about Values and Identity for SMSC and British Values سنة النشر: 2018 المؤلف: Caroline Harmer المؤلف المؤسسي: European Union (EU) | Global Schools Program | Cumbria Development Education Centre(CDEC) Who in the World Am I is a resource pack for teachers and children who want to actively explore their own identity from the personal right through to being part of a family, a community, a country and becoming a global citizen. The activities develop progressively through the global learning themes of valuing diversity and skills of self-awareness and reflection. 
4th Global Report on Adult Learning and Education: Leave No One Behind: Participation, Equity and Inclusion سنة النشر: 2019 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This report demonstrates the important role participation in adult learning and education can play in achieving the Sustainable Development Goals, highlights the distance we have to travel, and offers clear guidance on how to move forward. As the report clearly also shows, it is only by prioritizing ALE, and rebalancing resources accordingly, that can we ensure that the commitment of the 2030 Agenda to ‘leave no one behind’ in the pursuit of equitable, inclusive and sustainable development is fully and fairly realized. 4e rapport mondial sur l’apprentissage et l’éducation des adultes: ne laisser personne pour compte: participation, équité et inclusion سنة النشر: 2019 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) Le présent rapport démontre le rôle crucial que la participation à l’apprentissage et à l’éducation des adultes peut jouer dans la réalisation des objectifs de développement durable, souligne la distance qu’il nous reste à parcourir pour y parvenir et propose des orientations claires sur la manière d’aller de l’avant. Il ressort clairement du GRALE 4 que, ce n’est qu’en accordant la priorité à l’apprentissage et à l’éducation des adultes et en rééquilibrant les ressources en conséquence, que nous réussirons à réaliser pleinement et justement l’engagement à travers le Programme de développement durable à l’horizon 2030 de « ne laisser personne pour compte » dans notre quête d’un développement équitable, inclusif et durable. Ecopedagogy and citizenship in the age of globalisation: connections between environmental and global citizenship education to save the planet سنة النشر: 2015 المؤلف: Greg William Misiaszek المؤلف المؤسسي: Wiley‑Blackwell Teaching the connections between environmentally-harmful acts and social conflict is essential but is often ignored in education. This article presents two ways in which these are not taught because of the policies of those who benefit from the ignorance of these connections: first, the avoidance of teaching global-local connectivity and second, the devaluing of non-dominant cultures. Ecopedagogy is a democratic, transformative pedagogy centred on increasing justice by critically teaching the politics of environmental issues. I argue that global citizenship education (GCE) must be an element of ecopedagogy to contextually learn globalisation's effects upon local communities. In addition, GCE's goal is to increase students' understanding of diverse cultures to respect them. Ecopedagogy is also essential to GCE to fully teach social conflicts resulting from environmentally harmful acts. I offer policy and pedagogical changes to disrupt reproductive environmental pedagogies that help to sustain environmental ills for ecopedagogy-GCE models to emerge. Ecopedagogy et Citoyenneté à l'ère de la Mondialisation: des liens entre l'environnement et l'éducation à la citoyenneté Mondiale (ECM) pour sauver la planète سنة النشر: 2015 المؤلف: Greg William Misiaszek المؤلف المؤسسي: Wiley‑Blackwell Enseigner les liens entre les actes nuisibles à l'environnement et les conflits sociaux est essentielle, mais est souvent ignorée dans l'éducation. Cet article présente deux façons dont ceux-ci ne sont pas enseignées à cause des politiques de ceux qui profitent de l'ignorance de ces connexions: d'abord, l'évitement de l'enseignement connectivité mondiale-locale et, deuxièmement, la dévalorisation des cultures non dominantes. Ecopedagogy est une société démocratique, la pédagogie transformative centrée sur l'augmentation de la justice par l'enseignement critique la politique des questions environnementales. Je soutiens que L'éducation à la citoyenneté Mondiale (ECM) doit être un élément de ecopedagogy apprendre contextuellement les effets de la mondialisation sur les communautés locales. En outre, l'objectif de l'ECM est d'accroître la compréhension des élèves de diverses cultures à les respecter. Ecopedagogy est également essentiel d'ECM pour enseigner pleinement les conflits sociaux résultant d'actes préjudiciables à l'environnement. Je propose des changements politiques et pédagogiques pour perturber les pédagogies environnementaux de reproduction qui aident à maintenir les maux environnementaux pour les modèles ecopedagogy-ECM à émerger. 
Video sketch: Global Youth Advocacy Workshop on GCED سنة النشر: 2015 المؤلف المؤسسي: APCEIU APCEIU produced a video on the Global Youth Advocacy Workshop on GCED held in Busan, Republic of Korea, from 30 March to 4 April 2015. The workshop invited 45 youth participants from 34 countries around the world, who are actively engaged with and committed to advocating and educating youth for GCED in their local contexts.This short video sketch of the workshop provides an overview of the activities carried out during the workshop and also includes the interviews of the participants, who shared their expectations, impressions, and reflections on the workshop.The workshop was co-organized by APCEIU, UN Secretary General’s Global Education First Initiative (GEFI), and the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP); and sponsored by Educate A Child and the Geum-jeong District of Busan Metropolitan City. 
The Meaning of Citizenship in Social Inequality Contexts: Guidelines for a Comprehensive Education سنة النشر: 2016 المؤلف: Alma A Ramírez Iñiguez This article analyses the sense of citizenship education currently regarding the social inequality in the global era. For this, a conceptual framework about citizenship meaning is stablished and the need of a conceptual change is highlighted taking into account the social transformations, the increase of inequality in the worldwide and the neoliberal model hegemony in last decades. Based on this, some relevant Ibero American educational experiences in citizenship education are analyzed and their results are discussed. From this, some key elements involved in education for inclusive citizenship are pointed out as well as their contribution for social inequality decrease.