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Curriculum in the Education 2030 Agenda: Latin America and the Caribbean سنة النشر: 2017 المؤلف: Renato Opertti المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) “Curriculum in the Education 2030 Agenda: Latin America and the Caribbean”1 discusses the importance of rethinking the curriculum in light of a transformational, humanistic and holistic vision of education. The Education 2030 Agenda, which emerged from the World Education Forum (WEF) 2015 held in Incheon, Republic of Korea, positions curriculum as a powerful education policy tool leading the way to effective, relevant and sustainable learning opportunities, processes and outcomes. Curricula have a positive effect as levers for the sustainable, inclusive, fair and cohesive development of a country. They reflect and help to construct the type of society envisioned. The article provides recommendations to strengthen the positioning of curriculum toward an inclusive and equitable quality education in Latin America and the Caribbean. It therefore addresses the following questions: 1) How is curriculum currently conceived?; 2) What role does it play in the reforms aimed at improving equity and quality of the learning processes?; 3) What are the main regional challenges in relation to curriculum development?; and 4) How could countries align their curricula with their development needs? 
Statement of International Development NGOs of Korea on the Global Fight against COVID-19 سنة النشر: 2020 المؤلف المؤسسي: Korea NGO Council for Overseas Development Cooperation (KCOC) The recent outbreak of COVID-19 has become a global crisis. Since the WHO declared it as a pandemic on March 11, we’ve seen an exponential growth of the numbers of confirmed cases and deaths across the world. No one can predict a peak or duration of the crisis at this point.As the U.S. and European countries with relatively effective healthcare infrastructure are also struggling with the pandemic, the magnitude of damages on developing countries would be unimaginable. It would be extremely difficult for vulnerable states to tackle the crisis by themselves. Now is the time that we forge international solidarity and find solutions together. 국제사회의 코로나19 퇴치를 위한 한국 국제개발협력 시민사회단체들의 호소문 سنة النشر: 2020 المؤلف المؤسسي: Korea NGO Council for Overseas Development Cooperation (KCOC) 코로나19가 전 지구적 위기로 다가왔습니다. 지난 3월 11일 세계보건기구(WHO)가 팬데믹을 선언한 이래, 전 세계 확진자 및 사망자의 수가 기하급수적으로 증가하고 있고, 그 정점이 어디인지, 언제까지 이 사태가 계속될지 누구도 예측하지 못하는 상황입니다.보건 의료 인프라가 잘 갖춰진 미국과 유럽에서조차 팬데믹의 영향이 심각한 상황임을 감안할 때, 향후 개발도상국(이하 개도국)이 받게 될 피해의 정도를 가늠하기 어렵습니다. 취약한 나라일수록 스스로의 노력만으로 현 위기 상황을 타개하기란 매우 어렵기에 우리는 지금부터 국제적으로 연대하고 공동으로 해결방안을 모색해야 합니다. 또한 개도국의 감염예방 및 치료를 돕는 것이 곧 우리의 안전을 지키는 일이며, 필수적이고도 선제적인 예방책이 될 것이라는 점을 기억해야 합니다. 
When Mandela Danced in the Square: Lessons for Young Citizens from the Scottish Anti-Apartheid Movement سنة النشر: 2020 المؤلف المؤسسي: West of Scotland Development Education Centre (WOSDEC) | Nelson Mandela Scottish Memorial Foundation This resource aims to understand the context of apartheid South Africa, the life of Nelson Mandela and the connections to the Scottish anti-apartheid movement. The activities in this resource support second and third level learners within Scotland's Curriculum for Excellence to explore Scotland’s connection with Nelson Mandela and feel empowered to take action on issues of importance to them today. 
Global citizenship education: citizenship education for globalizing societies سنة النشر: 2015 المؤلف: Werner Wintersteiner | Heidi Grobbauer | Gertraud Diendorfer | Susanne Reitmair-Juárez المؤلف المؤسسي: Austrian Commission for UNESCO This text reflects the work we have been doing for many years in the area of Global Citizenship Education (GCED) in Austria. Two endeavors particularly stand out: first, the continuing Masters programme GCED at the Alps-Adriatic University (Alpen-Adria Universität) in Klagenfurt, which is a specialized course of study for educationalists, teacher trainers, NGO associates and teachers (participants may either graduate with a certificate after two years or an MA degree after three years respectively), and second, our cooperation with the Austrian UNESCO Associated Schools Project Network. This was the originally intended audience for the German version of this brochure, which constitutes the programmatic basis for our training programs. We understand GCED as a concept that is located at the interface between civic education, global education and peace education, as well as education for sustainable development and intercultural learning. Our approach is characterized by these four features:* theoretical grounding and a particular focus on terminology in order to foster competence of judgment regarding political concepts* investigating the historical dimension of GCED in depth in order to account for colonialism and neocolonialism* socio-critical orientation in order to set us apart from strands of GCED that ultimately perpetuate concepts of Western hegemony* didactic implementation that is systematic and based on appropriate theoretical work in order to avoid pragmatismWith this English edition (the section specific to the Austrian context was omitted) we wish to initiate a dialog with colleagues in the whole world and hope to engage in lively exchange. Education à la citoyenneté mondiale: éducation à la citoyenneté pour les sociétés de mondialisation سنة النشر: 2015 المؤلف: Werner Wintersteiner | Heidi Grobbauer | Gertraud Diendorfer | Susanne Reitmair-Juárez المؤلف المؤسسي: Austrian Commission for UNESCO Ce texte reflète le travail que nous faisons depuis de nombreuses années dans le domaine de l'éducation à la citoyenneté mondiale (ECM) en Autriche. Deux projets se démarquent particulièrement: d'abord, le programme de maîtrise ECM à l'Université alpine-adriatique de Klagenfurt, qui est un cours spécialisé pour les pédagogues, les formateurs d'enseignants, les associés des ONG et les enseignants (les participants peuvent soit être diplômés Avec un certificat après deux ans ou un MA après trois ans respectivement), et deuxièmement, notre coopération avec le Réseau autrichien du projet des écoles associées de l'UNESCO. Il s'agissait du public initialement destiné à la version allemande de cette brochure, qui constitue la base programmatique de nos programmes de formation. Nous considérons l'ECM comme un concept situé à l'interface entre éducation civique, éducation globale et éducation à la paix, ainsi que l'éducation pour le développement durable et l'apprentissage interculturel. Notre approche se caractérise par ces quatre caractéristiques: fondement théorique et un accent particulier sur la terminologie afin de favoriser la compétence de jugement sur les concepts politiques étudier la dimension historique de l'ECM en profondeur afin de rendre compte du colonialisme et néocolonialisme orientation socio-critique afin Nous distinguent des filières de l'ECM qui, en fin de compte, perpétuent les concepts d'une mise en œuvre didactique de l'hégémonie occidentale systématique et basée sur un travail théorique approprié pour éviter le pragmatisme. Avec cette édition en anglais (la section spécifique au contexte autrichien a été omis), nous souhaitons initier un dialogue avec des collègues dans le monde entier et espérer engager des échanges animés. 
Six ways to ensure higher education leaves no one behind سنة النشر: 2017 المؤلف المؤسسي: UNESCO International Institute for Educational Planning (IIEP) This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda. To do this, it reviews recent trends in higher education expansion, identifies disparities in student participation, examines policy tools and practices for fostering equity, and explores ways to target assistance at those who need it most. Seis maneras de asegurar que la educación superior no deje a nadie atrás سنة النشر: 2017 المؤلف المؤسسي: UNESCO International Institute for Educational Planning (IIEP) This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda. To do this, it reviews recent trends in higher education expansion, identifies disparities in student participation, examines policy tools and practices for fostering equity, and explores ways to target assistance at those who need it most. Six façons de garantir que l'enseignement supérieur ne laisse personne sur le carreau سنة النشر: 2017 المؤلف المؤسسي: UNESCO International Institute for Educational Planning (IIEP) This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda. To do this, it reviews recent trends in higher education expansion, identifies disparities in student participation, examines policy tools and practices for fostering equity, and explores ways to target assistance at those who need it most. 
Intercultural Perspectives, Rights and Recognition in Montreal (Anthropologie et Sociétés; Vol. 41, No. 3) سنة النشر: 2017 المؤلف: Francine Saillant | Joseph J. Lévy | Alfredo Ramirez-Villagra المؤلف المؤسسي: Département d’anthropologie de l’Université Laval Within the debates about the way to deal with cultural diversity, new perspectives emerge which are actually discussed by the political and sociocultural instances, such as the notions of interculturalism, intercultural, interculturality, recognition, and their links to human rights. These topics are part of the discussion in Quebec, whether on the political scene, on the urban management level and in the social sciences. This article presents the European and Quebec perspectives on these issues and analyses the discourses of community leaders in Montreal who are involved and interviewed within the InterReconnaissances project. Data show that theses intercultural perspectives are not formally defined nor validated, although they often are associated with diverse practices and trainings that are designated to enhance the awareness of the actors involved in the intercultural encounter. The notions of right and recognition play a part on three levels : the struggle for the recognition of the migrant groups and of their cultures, and the recognition of the work done by community organizations. The awareness of the social diversity within these groups of migrants, who may be strongly stigmatized, bring new intercultural problematics, corroborating the importance of these notions on the field of communitarian action in Montreal.