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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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Таджикистан: Анализ политики по поддержке людей с инвалидностью سنة النشر: 2018 المؤلف: Mikhail Petrushkov المؤلف المؤسسي: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) «На законодательном уровне в отношении соблюдения прав людей с инвалидностью и обеспечения равных условий делается многое. Правительство Таджикистана в 2016 году приняло «Национальную программу реабилитации инвалидов на 2017 – 2020 годы. Однако проведенный анализ финансовой составляющей Программы показал существенные недоработки», – отмечает в своей статье, написанной для аналитической платформы CABAR.asia Михаил Петрушков, аналитик (Душанбе). 
Media Literacy Education to Counter Truth Decay: An Implementation and Evaluation Framework سنة النشر: 2021 المؤلف: Alice Huguet | John F. Pane | Garrett Baker | Laura S. Hamilton | Susannah Faxon-Mills المؤلف المؤسسي: RAND Corporation Media literacy (ML) education has emerged as a promising approach to slowing the spread of Truth Decay, described as the diminishing role that facts, data, and analysis play in political and civil discourse. Several factors contribute to Truth Decay, including a rapidly evolving information ecosystem and overburdened educational institutions. Many teachers believe their students lack the complex skills that are necessary to navigate today’s information- saturated world. This gap—between students’ existing competencies and those required to engage responsibly in a fast-paced media environment— could lead to negative consequences for individuals and society writ large.However, teachers report a lack of guidance around promoting ML education in their practice, and rigorous research about what kinds of ML educationwork best, and in what conditions, remains limited. This report presents a framework for implementing and evaluating ML educational efforts. Following an introduction to the framework, the authors discuss six steps of ML implementation and evaluation: setting ML learning expectations; identifying conditions that can influence ML instructional efforts; exploring instructional resources; identifying measures of ML competencies; monitoring progress; and finally, measuring the summative impacts of ML education on student learning. By bringing this information together for implementors—such as district decisionmakers and teachers—as well as evaluators, the authors emphasize the important connections between these too often separate groups. 
How to Help Kids Spot Fake News and Misinformation سنة النشر: 2020 المؤلف المؤسسي: Internet Matters This video gives practical tips on how to help children spot fake news and avoid being misled into believing something that might impact their wellbeing. 
Online Media Literacy Strategy سنة النشر: 2021 المؤلف المؤسسي: Government of the United Kingdom The Online Harms White Paper set out a commitment to develop an Online Media Literacy Strategy ahead of the implementation of the online harms regulator. The aim of the strategy is to educate and empower internet users across the UK to manage their online safety. Over 170 organisations are currently involved in delivering media literacy education in the UK. The Media Literacy Strategy sets out the government’s multi-year plan to bring coordination to the media literacy landscape and outlines a Media Literacy Framework of best practice principles to inform the content and delivery of media literacy education. 
Climate Science Resource Pack: Silver Level المؤلف المؤسسي: British Science Association This is a project-based resource which can lead to a CREST award. Participants receive research and design briefs on topics such as ‘greener cities’ and ‘water scarcity’ and have to design climate- friendly sustainable solutions. 30+ hours of work is required for a Silver Award. 
Shaping Our Future: The Climate Challenge المؤلف المؤسسي: World Wide Fund for Nature (WWF) These lesson plans and supporting resources have been developed for both primary and secondary to inspire and empower teachers and educators to tackle climate change. Resources include presentations, teacher notes and worksheets. For more details, please click the link below. 
Global Citizenship Education and the Police: An Opportunity For Partnership? سنة النشر: 2021 المؤلف: Robin Young المؤلف المؤسسي: Bridge 47 This publication aims to provide some reflective questions and practicalities to consider before embarking on a partnership with the police sector and to contribute to a wider reflection, dialogue and knowledge sharing within the GCE sector globally about the opportunities and challenges for advancing the mission of GCE through engagement with the police sector. 
Как улучшить доступность дошкольного и начального образования в Казахстане? سنة النشر: 2019 المؤلف: Meruert Seidumanova المؤلف المؤسسي: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) «Равный доступ для всех социальных групп к качественному дошкольному и начальному образованию является ключом к устойчивому развитию, как и отдельного индивидуума, так и общество в целом», – отмечает Меруерт Сейдуманова, казахстанский независимый исследователь, в своей специальной статье для CABAR.asia. 
Cross-Sectoral Cooperation for Sustainable Futures سنة النشر: 2021 المؤلف: Jana Arbeiter | Maja Bučar المؤلف المؤسسي: Bridge 47 Cross-sectoral cooperation is important to strengthen the coherence and collaboration, as well as mobilization of resources needed for addressing systemic challenges, implementing the Sustainable Development Goals (SDGs), and enabling transformative change. Building or strengthening cross-sectoral multi-stakeholder groups or coalitions within SDG Target 4.7, can support equipping everyone with the knowledge, skills and competencies needed to contribute to a more sustainable and just future.Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level are essential mechanisms for promoting and implementing sustainable development. They can enable coherence and collaboration, as well as pooling of expertise and resources needed for co-creation of the relevant policy proposals linked to the implementation of SDG Target 4.7. Building and strengthening multi-stakeholder groups or coalitions require a clear basis for establishing well-defined relationships within the multi-stakeholder groups or coalitions, well-designed structures and operating procedures and strong coordination. But most importantly, they have the potential to combine key stakeholders from relevant sectors of society, which can advocate for the implementation of SDG Target 4.7 and the (co)-creation of appropriate policies that address global justice, sustainability, and key global challenges. This publication identifies the following recommendations for establishing multi-stakeholder groups or coalitions in support of SDG Target 4.7: Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level should be established, and resources should be made available for this. Stakeholders wishing to establish multi-stakeholder groups in the context of SDG Target 4.7 should clearly define their main goals and objectives. Stakeholders involved in multi-stakeholder groups in the context of SDG Target 4.7 need to be strategically identified and cover all major societal sectors, including different components of SDG Target 4.7. Coalitions in support of SDG Target 4.7 should place focus on facilitation, active listening, and peer learning opportunities. Inclusive and flexible coordination and leadership should be applied, stressing transparency, accountability and joint commitment to the cause. 
Transformative Education: Bridging Education for Change سنة النشر: 2021 المؤلف: Jana Arbeiter | Maja Bučar المؤلف المؤسسي: Bridge 47 This publication suggests that improvements in the areas of coordination, cooperation, awareness raising and capability development are needed, as outlined in the recommendations below. Policies and strategies at national, regional and global level should adopt overarching visions for transformative education in the form of overarching strategies for SDG Target 4.7. Mechanisms for coordination and collaboration between the different components of SDG Target 4.7 should be established at national, regional and global levels. Awareness of the role of transformative education and SDG Target 4.7 in contributing to more just and sustainable futures should be raised jointly between the different components of SDG Target 4.7. Opportunities for capacity building and upskilling of practitioners and learners linked to transformative education should be enabled and created at national, regional and global levels.