الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 97 نتيجة
Lifelong learning for health in cities: a guide, enacting the Yeonsu Declaration for Learning Cities سنة النشر: 2023 المؤلف: Jourdan, Didier | Gray, Nicola | Howells, Alex | Valdés-Cotera, Raúl المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) <Executive summary> The COVID-19 health crisis has led all cities in the world to put public health issues at the top of their agendas. The pandemic has highlighted that one cannot implement public health measures without, or indeed against, the goodwill of the population. The population is not the ‘problem’. Rather, it is part of the solution to the health crisis. Cities play a major role in developing the population’s capacity to promote individual and collective health.Education and learning are at the very core of what makes ‘health for all’ possible. The crisis, therefore, has been an eye-opener regarding the importance and need for lifelong health education. Instituting such a place-based lifelong learning culture could play a key role in building resilience for individuals, communities and cities.In Yeonsu, Republic of Korea, the fifth International Conference on Learning Cities was convened from 27 to 30 October 2021. Attending in person or online were: mayors, deputy mayors, officials, representatives from 229 learning cities in 64 countries worldwide, education executives, education experts, representatives of United Nations agencies, the private sector, and regional, international and civil society organizations. At the end of the conference, a declaration was issued. It includes a set of commitments to build healthy and resilient cities.This guide aims to assist municipal teams in the concrete development of a policy that promotes lifelong learning for health within the framework of the Yeonsu Declaration. It is intended not only for cities already identified as learning cities or healthy cities – which may use the guide to integrate a lifelong learning for health dimension into existing city policies and projects – but also for all cities that wish to implement a policy promoting lifelong learning for healthThis guide proposes a three-step process for enacting such a policy: 1. raising awareness of the role of cities in lifelong learning for health; 2. developing a policy that promotes a healthy and resilient city; and 3. implementing the policy.The lifelong learning for health policy can be formalized through the creation of a learning for health pathway. The pathway makes explicit – and simultaneously formalizes – the content, the learning approaches and learning outcomes of the learning opportunities offered throughout people’s lives. It focuses on building individual capacities for awareness and understanding of complex health issues, critical judgment and action. The pathway also has a communication purpose by making what is being done to promote health in the city explicit to citizens, partners and professionals. It is based on four key action principles: ‘valuing, sharing, aligning and improving’. This approach seeks, first, to demonstrate the value of the educational work carried out in formal, non-formal and informal settings of the urban environment; then to make this known among stakeholders and to make the pathway coherent; and, finally, to identify the gaps and take the necessary initiatives to fill them.The guide can be used in different ways depending on the context, means and objectives of the individual cities. It is not always necessary to read the whole guide. And we expect that a large proportion of readers and users will simply pick and choose from the various sections of the guide elements that are of particular interest to them. Nonetheless, we hope that everyone will find something to contribute to their city’s efforts and actions for implementing an inclusive policy for promoting lifelong learning for health. 
CONFINTEA VII Seventh International Conference on Adult Education: Final Report; Adult learning and Education for Sustainable Development; A Transformative Agenda سنة النشر: 2023 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) The International Conference on Adult Education (CONFINTEA) is a UNESCO intergovernmental conference for policy dialogue on adult learning and education (ALE) and related research and advocacy, which has taken place every 12 to 13 years since 1949. This is a final report of the Seventh International Conference on Adult Education (CONFINTEA VII) held in Marrakech, Kingdom of Morocco, and online, from 15 to 17 June 2022. 
Global Alliance for Literacy within the Framework of Lifelong Learning (GAL): Strategy 2020–2025 سنة النشر: 2020 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This strategy presents GAL’s vision, mission, goals and objectives for the period from 2020 to 2025. It builds upon GAL’s achievements from 2016 and 2019, and upon UNESCO’s previous initiatives supporting youth and adult literacy, including the UN Literacy Decade (2003–2012), Literacy Initiative for Empowerment (LIFE) from 2006 to 2015, and the 2015 Recommendation on Adult Learning and Education (RALE). 
학습도시와 지속가능발전목표: 실행을 위한 가이드 سنة النشر: 2017 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) 학습도시의 핵심 특징(Key Features of Learning Cities)에 맞추어 이 실행 가이드는 환경 친화적이며 건강한 학습도시(환경적 지속가능발전), 평등하고 포용적인 학습도시(개인 권한 부여, 상호문화적 대화, 사회적 통합), 학습도시 내에서의 고용 및 기업가정신(경제 발전 및 문화적 번영)이라는 세 가지 주제영역으로 구성되어 있다. 지속가능발전의 이 세 가지 영역은 근본적으로 서로 연계되어 있으며, 도시에서의 평생학습 활동이 언제나 여기에 영향을 미칠 것임을 인식하는 것은 중요하다. 지속가능발전목표의 다른 영역과 마찬가지로 중요한 네 번째 영역은 문화(문화적 표현, 유산, 그리고 다양성) 영역이며, 이는 다음 장에서 공통 주제로 포함시켰다. 
Third Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life سنة النشر: 2016 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This Report on Adult Learning and Education (GRALE III) comes out as the international community works towards the 2030 Agenda for Sustainable Development. It is also reference and advocacy documents, providing information for analysts and policymakers, and reminding Member States of their commitment. Here policymakers will find high-quality evidence to support policies, strategies and budgets. Stakeholders will find compelling arguments for how adult learning and education promotes sustainable development, healthier societies, better jobs and more active citizenship. Researchers will find entry points and ideas for future research. 
Why and how Africa should invest in African languages and multilingual education: an evidence- and practice-based policy advocacy brief سنة النشر: 2010 المؤلف: Adama Ouane | Christine Glanz المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This advocacy brief seeks to show the pivotal role of languages in achieving such learning. It aims in particular to dispel prejudice and confusion about African languages, and exposes the often hidden attempt to discredit them as being an obstacle to learning. It draws on research and practice to argue what kind of language policy in education would be most appropriate for Africa. Pourquoi et comment l'Afrique doit investir dans les langues africaines et l'enseignement multilingue: note de sensibilisation et d'orientation étayée par les faits et fondée sur la pratique سنة النشر: 2010 المؤلف: Adama Ouane | Christine Glanz المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This advocacy brief seeks to show the pivotal role of languages in achieving such learning. It aims in particular to dispel prejudice and confusion about African languages, and exposes the often hidden attempt to discredit them as being an obstacle to learning. It draws on research and practice to argue what kind of language policy in education would be most appropriate for Africa. ¿Por qué y cómo Africa debería invertir en las lenguas africanas y la educación plurilingüe? Opúsculo de apoyo activo a una política basada en la práctica y en pruebas سنة النشر: 2010 المؤلف: Adama Ouane | Christine Glanz المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This advocacy brief seeks to show the pivotal role of languages in achieving such learning. It aims in particular to dispel prejudice and confusion about African languages, and exposes the often hidden attempt to discredit them as being an obstacle to learning. It draws on research and practice to argue what kind of language policy in education would be most appropriate for Africa. 
Transforming our world: literacy for sustainable development سنة النشر: 2015 المؤلف: Ulrike Hanemann | Cassandra Scarpino المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ Transformer notre monde: l'alphabétisation au service du développement durable سنة النشر: 2015 المؤلف: Ulrike Hanemann | Cassandra Scarpino المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’