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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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What’s Next? Lessons on Education Recovery: Findings From a Survey of Ministries of Education Amid the COVID-19 Pandemic سنة النشر: 2021 المؤلف المؤسسي: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | Organisation for Economic Co-operation and Development (OECD) United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis. 
ICT Transforming Education in Africa: Final Project Report سنة النشر: 2020 المؤلف المؤسسي: UNESCO ICT Transforming Education in Africa is a project supported by the UNESCO-Korean Funds- in-Trust (KFIT) contribution by the Republic of Korea with a focus on e-school model development, open and distance learning and ICT policy development. In the first phase of the project from 2016 to 2019, Mozambique, Rwanda and Zimbabwe piloted ICT-based innovative approaches to foster human and social development, expanding access to relevant lifelong learning opportunities and enhancing the quality of learning.The aim of this progress report is to highlight the main results of the first phase of the project. These include training of over 1,300 teachers on the pedagogical use of ICT, the development of digital resources for teachers and learners, the establishment of policies on ICT in education, and a variety of activities pilot testing the use of ICT to address fundamental challenges faced at K12- and higher education level in the beneficiary countries. The findings in this progress report inform the implementation strategy for the second phase in Côte d’Ivoire, Ghana and Senegal from 2020 to 2023. 
Realtopia: Message From the Future, Manual For Educators; Engaging Learners in Global Citizenship Education With the Bridge 47 Mobile Game سنة النشر: 2021 المؤلف: Jakub Žaludko | Kristine Liepina | Gillion Vaughn | Jana Stahl | Timo Holthoff المؤلف المؤسسي: Bridge 47 Realtopia is a game that displays a post-apocalyptic future, a scenario that humanity possibly faces if it does not change its current trajectory. It raises awareness about the urgency and sever- ity of the real challenges we encounter and at the same time tries to convey that a different future is possible if we all actively dream and work towards it. It aims to motivate and empower players to take real action in the present to navigate humanity towards a more positive future path.This manual gives insights into the development process, a detailed tutorial of how to play the game and some ideas and methods for using it as an educational tool in different settings, both online and hybrid. 
Institut du Nouveau Monde (INM): Rapport d'activités 2018-2019 سنة النشر: 2019 المؤلف المؤسسي: Institut du Nouveau Monde (INM) Le 15e anniversaire de l’INM a été une année très occupée. L’équipe à mis la main à la pâte afin de permettre à plus de 20 200 citoyennes et citoyens d’être consultés et de participer à l’une des 266 activités auxquelles l’INM a contribué. En pleine année électorale provinciale et à l’approche des élections fédérale, les activités de l’INM présentées dans ce bilan soutiennent, plus que jamais, que la participation citoyenne renforce la démocratie. 
Media Education and Citizenship: An Analysis of the Quebec Preschool and Elementary Education Program (No. 80) سنة النشر: 2018 المؤلف: Normand Landry | Chantal Roussel المؤلف المؤسسي: Lien social et Politiques In Canada, the limited level of knowledge on media education content that is conveyed by academic curricula hinders its critical evaluation. This article presents the ways in which media education is introduced in the Quebec Education Program (QEP) at the preschool and elementary level. More specifically, it highlights the connections at work between media education, childhood and citizenship in the program. Our method tracks and extracts a set of statements related to information and communications technologies (ICTs) and the media, then conducts their automated classification into four principal categories: speech, verbs used that reflect the actions undertaken by categories of actors (school, pupils, teachers), learning objectives and suggestions. A subsequent classification allows for the emergence of verbs and learning objectives associated to the notion of citizenship. The latter are then subject to speech analysis. Our analysis intends to demonstrate the message conveyed by the QEP on media and ICTs. It highlights the roles, tasks and responsibilities of its various actors in relation to the acquisition of knowledge and skill development. In addition, it features the actions taken by these actors to operationalize the academic goals of the program. Our conclusion indicates a low subject implementation of the statements associated to media education and citizenship, relevant content, although thematically limited, along with the conception of students as capable of a reflection and critical thinking process. Articuler éducation aux médias et citoyenneté : Une analyse du Programme de formation de l’école québécoise préscolaire-primaire (nº 80) سنة النشر: 2018 المؤلف: Normand Landry | Chantal Roussel المؤلف المؤسسي: Lien social et Politiques Au Canada, le faible niveau de connaissance des contenus en éducation aux médias véhiculés par les curricula scolaires proscrit leur évaluation critique. Cet article présente les façons selon lesquelles l’éducation aux médias est introduite dans le Programme de formation de l’école québécoise (PFEQ) des niveaux préscolaire et primaire. Plus spécifiquement, il témoigne des articulations entre éducation aux médias, enfance et citoyenneté. La méthode utilisée procède au repérage et à l’extraction d’énoncés associés aux technologies de l’information et de la communication (TIC) et aux médias, puis à leur classement en quatre catégories principales : discours, verbes témoignant des actions de chaque catégorie d’acteurs (école, élève, enseignant), objets d’apprentissage et suggestions d’utilisation des TIC. Une classification permet de faire émerger les verbes et les objets d’apprentissage référant à la notion de citoyenneté en utilisant la définition et les composantes associées. Ces derniers sont ensuite soumis à une analyse de discours. Notre analyse fait émerger les discours véhiculés par le PFEQ sur les médias et les TIC. Elle met en exergue les rôles, les tâches et les responsabilités des différents acteurs en lien avec l’acquisition de connaissances et le développement de compétences. En outre, elle présente les actions menées par ces acteurs afin d’opérationnaliser les intentions pédagogiques du programme. La conclusion montre un faible ancrage disciplinaire des énoncés traitant de l’éducation aux médias et à la citoyenneté, des contenus pertinents, mais limités thématiquement, ainsi qu’une représentation de l’élève en tant qu’individu capable de réflexion et de pensée critique. 
Best Practices in TVET Policies Coping with COVID-19 Crisis: UNEVOC Network East and Southeast Asia Cluster Countries سنة النشر: 2020 المؤلف: Jihee Choi | Hanbyul Lee | Kunjoo Lim | Hyunsik Choi | Jongtaek Han المؤلف المؤسسي: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) | Korea Research Institute for Vocational Education and Training (KRIVET) This book presents the best practices with regard to TVET policies to cope with COVID-19 crisis. It includes 8 cases of manuscripts from 6 countries in total. The topics covered range from the national TVET policies responding to COVID-19 crisis to open and digital learning, migrant female workers, and TVET strategies to deal with youth unemployment. UNESCO-UNEVOC 동아시아 동남아시아 클러스터: TVET 정책 우수사례집 سنة النشر: 2020 المؤلف: 최지희 | 이한별 | 임건주 | 최현식 | 한종택 المؤلف المؤسسي: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) | 한국직업능력개발원 본 자료는 COVID-19시대에 대응하는 국가전략에 관한 동남아지역 우수사례를 소개하고 있다. 총 6개국의 8개 사례를 포함하고 있으며, COVID-19에 대한 TVET의 대응에서 원격 및 디지털 학습, 청년실업, 이주 여성 근로자 문제 등 다양한 주제에 대해 각국의 정책까지 다양한 사례를 다루고 있다. 본 저작물은 ‘한국직업능력연구원’에서 ‘2020’년 작성하여 공공누리 4유형으로 개방한 ‘ UNESCO-UNEVOC 동아시아 동남아시아 클러스터: TVET 정책 우수사례집 (작성자: 최지희; 이한별; 임건주; 최현식; 한종택) ’을 이용하였으며, 해당 저작물은 ‘한국직업능력연구원(www.krivet.re.kr)’에서 무료로 다운받으실 수 있습니다. 
Policy Brief: Talking Across Generations on Education; #TAGe Bujumbura: Youth, Social and Emotional Education and the Prevention of Violent Extremism سنة النشر: 2020 المؤلف المؤسسي: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) With the aim to mainstream the voices of Burundi youth and include them in the policymaking process in the areas of education for peace, sustainable development and global citizenship, UNESCO MGIEP, YELI-Burundi (Youth Empowerment and Leadership Initiative Burundi) and the Government of Burundi organised a series of high-level #TAGeBujumbura dialogues. These were an integral part of the Annual Prevention of Violent Extremism (PVE) Youth Blast, which was organised by YELI-Burundi on September 16-17, 2019 in Bujumbura, Burundi. H.E Everlyne Butoyi, Minister of Youth, IT and Posts, inaugurated the event. The theme of the main TAGe plenary was The Place of the Youth and Social and Emotional Learning for the Prevention of Violent Extremism – within the broader context of United Nations Security Council Resolution 2250.This unique UNESCO MGIEP TAGe modality for actionable dialogue comprised the following components – month-long online discussions, live TAGe and actionable outputs. The preceding online discussion had over 1,000 participants, and witnessed rich discussion threads being compressed into insightful, actionable ideas. Subsequently, based on the online engagement and the on-ground work done, six representatives were chosen from these participants to represent the collective voices of the youth. They were joined by three distinguished senior decision-makers (from the Government of Burundi and civil society) in a live TAGe exchange, where they delved into issues and unearthed creative solutions in front of an audience of over 200. 
Violence and Bullying in Educational Settings: The Experience of Children and Young People With Disabilities سنة النشر: 2021 المؤلف المؤسسي: UNESCO Learners with disabilities are disproportionately affected by school violence and bullying at all ages and in all learning settings. This has significant adverse impacts on their education, health and well-being. This document aims to raise awareness of the problem and encourage action to ensure that children and young people with disabilities have access to a safe learning environment.