الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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EIU Best Practices Series No. 2: Promoting Racial Integration through Co-Curricular Activities سنة النشر: 2006 المؤلف المؤسسي: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.2 introduces a program in which Malaysian students of varied racial and ethnic backgrounds engaged in a dancing co-curricular activity to understand and embrace other cultures. Students were tasked to prepare cultural dances, while learning local history and customs. The successful program shows that racial integration can be promoted as a co-curricular activity, encouraging students to respect and overcome differences to create a harmonious community. 
EIU Best Practices Series No. 24: Innovative Practice of Inter-disciplinary Implementation of EIU based on World Heritages سنة النشر: 2011 المؤلف: QIAN Lixia المؤلف المؤسسي: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.24 introduces a research undertaken by the Research Center for ESD, which outline projects that can be implemented to explore and promote education for international understanding and world heritage. To test the effectiveness, the Center carried out activities such as role-playing discussions and hands-on festival experiences at four kindergartens of the Huijia Education Organization and the High School Affiliated to the Renmin University of China. Overall, such initiative increased multicultural awareness of students and teachers alike, and affirmed commitment for further research and development. 
EIU Best Practices Series No. 25: School-based In-service Programme سنة النشر: 2011 المؤلف: Yeshi Pemo المؤلف المؤسسي: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.25 introduces the case of the Damphu Lower Secondary School in Bhutan, which carried out a number of initiatives to promote culture of peace and EIU through workshops, literary activities, and contests for students, teachers, parents, and nation-wide UNESCO clubs. The case showcases that the educators’ aspirations toward education for peace can be achieved through the combination of excellent school leadership, strong commitment, high competency, and available resources. 
EIU Best Practices Series No. 27: Integrating EIU with the Curriculum for Gross National Happiness Education in Bhutan سنة النشر: 2012 المؤلف: Udhim Subba المؤلف المؤسسي: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.27 introduces Bhutan’s Yebilaptsa Middle Secondary School, in its effort to promote values of EIU as a complementary component of the Gross National Happiness Education efforts. Activities such as UNESCO club community activities, environmental learning, EIU cultural night, international exchange altogether exemplify effective ways to integrate EIU practices in the curriculum and extracurricular programs of schools. 
Apprendre à vivre ensemble: Un programme interculturel et interreligieux pour l’enseignement de l’éthique: Résumé سنة النشر: 2015 المؤلف المؤسسي: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation What is the Learning to Live Together? How was it developed? Where and how can it be used? In the Executive Summary you can find answers to all these questions, as well as information about outstanding projects that show the potential of the programme. Learning to live together: an intercultural and interfaith programme for ethics education: Executive Summary سنة النشر: 2015 المؤلف المؤسسي: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation What is the Learning to Live Together? How was it developed? Where and how can it be used? In the Executive Summary you can find answers to all these questions, as well as information about outstanding projects that show the potential of the programme. 
Learning to live together: poster المؤلف المؤسسي: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation The poster is for the Learning to Live Together programme. The Learning to Live Together programme is built on two complementary learning modules, ‘Understanding Self and Others’ and ‘Transforming the World Together,’ based on four core ethical values: respect, empathy, responsibility and reconciliation. 
Irish Aid Development Education Strategy 2017-2023: Development Education سنة النشر: 2016 المؤلف المؤسسي: Irish Aid With the adoption at the UN in September 2015 of the 17 Sustainable Development Goals (SDGs), the world renewed its commitment to eradicating global poverty, hunger and inequality. SDG Target 4.7 calls on States to provide education to ensure that all learners acquire the knowledge and skills needed to promote sustainable development. Development education strengthens understanding of the global justice dimension of each of the Goals, inspiring and enabling people to take action at local, national and global levels. It is critical to achieving the promise of transformative change that defines the SDGs.This strategy affirms Ireland’s commitment to development education and its central role to both our international development programme and Irish foreign policy. 
Boosting Gender Equality in Science and Technology: A Challenge for TVET Programmes and Careers سنة النشر: 2020 المؤلف المؤسسي: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) While technical and vocational education and training (TVET) has the potential to bolster the participation of women in the labour market, this potential is not always well understood and capitalized on. In general, female students are lowly represented in TVET compared to general programmes, and in particular girls and women tend to be under-represented in the fields that require science, technology, engineering and mathematics (STEM) skills and knowledge. In addition to being required for ‘traditional’ and ‘emerging’ occupations, STEM skills and knowledge are often needed for the so-called ‘jobs of the future’, driving innovation, inclusive growth and sustainable development. This report examines the key issues concerning girls and women’s participation and achievement in STEM-related TVET programmes and their transition STEM related careers. 
Doing Development Education: Digital Media Literacy; Junior Cycle سنة النشر: 2017 المؤلف المؤسسي: WorldWise Global Schools (WWGS) | Irish Aid In Ireland, Development Education themes, such as ethics, respect, rights and responsibilities, consumerism, citizenship, democracy and the role of the media form part of the learning in the junior cycle Digital Media Literacy Short Course.This resource aims to support Digital Media teachers to teach through a global justice lens, a lens with great educational benefits, which meets the requirements as laid out in the junior cycle Digital Media Literacy specification, and in the (2015) Framework for Junior Cycle.