الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
تم العثور على 2,193 نتيجة
Leveraging Digitalization for Productivity and Decent Employment: Asia-Pacific Countries with Special Needs Development Report 2024 سنة النشر: 2024 المؤلف المؤسسي: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) The Asia-Pacific Countries with Special Needs Development Report is a recurrent ESCAP annual publication that discusses issues of interest for Asia-Pacific least developed countries (LDCs), landlocked developing countries (LLDCs) and small island developing States (SIDS), collectively referred to as countries with special needs (CSN). The Asia-Pacific Countries with Special Needs Development Report 2023: Strengthening Regional Cooperation for Seamless and Sustainable Connectivity examines how regional cooperation on seamless and sustainable connectivity can facilitate a long-term transformation towards a net zero carbon emissions future. Recognising ongoing efforts and existing initiatives and considering the large financing gaps in the countries in special situations, the Report underscores the need to seek synergies between transport, energy, and digital connectivity initiatives in the region. 
Asia-Pacific Digital Transformation Report 2024: Digital Innovation for Smarter Climate Action سنة النشر: 2024 المؤلف المؤسسي: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) In Asia and the Pacific, the climate crisis intersects with digital transformations through a complex mix of challenges and opportunities, creating a series of vicious but also potentially virtuous cycles. The Asia-Pacific Digital Transformation Report 2024 considers how digital transformations will structurally and irreversibly affect the trajectory of climate change. It presents a digital-growth-climate nexus to better understand the diverse and dynamic picture and considers ways in which the region can follow the most positive trajectory to avert a climate catastrophe. The Report showcases good practices and country examples of digital applications in addressing climate change, in terms of mitigation and adaptation. These can involve the use of artificial intelligence, the Internet of Things, big data, digital twins, geospatial technologies and others, which have been employed in infrastructure, government, mobility, industry and trade, digital data centres, disaster risk reduction, agriculture and biodiversity ecosystems. The Report then explores key drivers of digital transformation for climate change and outlines three future scenarios. It concludes with the key findings of the Report and proposes policy actions aligned with the five actors of the Digital Transformation Index Framework. 
Road Map to Implement UNESCO’s ‘Recommendation on Education for Peace, Human Rights and Sustainable Development’ in Asia-Pacific سنة النشر: 2024 المؤلف المؤسسي: UNESCO Bangkok | APCEIU The Road Map is a product of the Regional Policy Dialogue and the Launch of the Recommendation on Education for Peace, Human Rights, and Sustainable Development (hereafter referred to as the 2023 Recommendation), held in Bangkok in June 2024. This document aims to promote the regional implementation of the 2023 Recommendation and outlines the challenges and priorities within the Asia-Pacific educational landscape, making it a valuable resource for policymakers, researchers, and practitioners. 
Evaluation of UNESCO's Programme Interventions on Girls' and Women's Education سنة النشر: 2017 المؤلف: Michael Reynolds, Martina Rathner, Estelle Loiseau المؤلف المؤسسي: UNESCO Internal Oversight Service (IOS) Since 2008, Gender Equality has been one of two global priorities for UNESCO. In May 2011, UNESCO launched the Global Partnership for Girls’ and Women’s Education, also known as “Better Life, Better Future”, which aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest obstacles to their education. To further advance the global priority of Gender Equality, since 2015 a dedicated Section of Education for Inclusion and Gender Equality specifically addresses the gender dimensions in education that contribute to differential access, participation, completion, and learning outcomes by boys and girls, and men and women. The evaluation examines UNESCO’s programme interventions in girls’ and women’s education during the period 2015 to 2017, in particular to ascertain the relevance, effectiveness, efficiency and sustainability of initiatives, and to clarify the strategic role and positioning of the Organization in supporting girls’ and women’s education at regional and country levels.The evaluation found that although UNESCO’s efforts for enhancing girls’ and women’s education are clearly aligned to SDG 4 and SDG 5 and also broadly in line with the overall principle of leaving no one behind, there is at times a trade-off between targeting the hardest to reach and other donor priorities, and UNESCO needs to more clearly position its efforts in support of girls’ and women’s education and its niche in the 2030 Agenda. Furthermore, continued efforts are required to scale up and/or replicate small-scale interventions, to better ensure sustainability and to consolidate mechanisms for coordination and information sharing among different interventions to seize synergies and enhance organizational learning. 
초등 글로벌 이슈 중심 사회과 프로젝트 수업이 세계시민성 함양에 미치는 영향 (시민교육연구; Vol. 56, No. 2) سنة النشر: 2024 المؤلف: 오고은 المؤلف المؤسسي: 한국사회과교육학회 오늘날 세계화로 인해 상호 의존성과 연결성이 극도로 심화된 상황에서 한 국가의 힘만으로는 해결하기 어려운 여러 글로벌 이슈들이 나타나게 되었다. 이러한 상황에서 사회과의 세계시민교육은 학생들이 글로벌 이슈를 해결하고 세계를 더욱 정의로운 곳으로 만들기 위해 행동할 수 있도록 하는 세계시민성을 함양해야 할 역할을 담당하고 있다. 본 연구는 이에 대응하여 초등학생들의 세계시민성을 함양할 수 있도록 하는 사회과의 효과적인 교수-학습 방법을 제시하고자 하였다. 이를 위해 사회과 프로젝트 수업과 이슈 중심 수업(쟁점 중심 수업)을 결합하여 글로벌 이슈 중심 사회과 프로젝트 수업을 제안하였다. 이 수업은 학생 중심으로 글로벌 이슈를 심도 깊게 탐구하고 이를 해결할 수 있는 실천 경험을 풍부하게 제공하여 세계시민성의 인지, 사회-정서, 행동적 영역을 총체적으로 향상시킬 것으로 예상되었다. 실제로 수업 실험을 한 결과, 실험 집단 학생들의 세계시민성을 이루는 인지, 사회-정서, 행동적 영역의 전 영역에서 세계시민성 지표 점수가 향상된 것을 확인할 수 있었다. 이는 글로벌 이슈 중심 사회과 프로젝트 수업이 학생들이 세계화의 시대에 갖추어야 하는 세계시민성을 총체적으로 함양하는 데 매우 효과적인 방식임을 보여준다. 특히, 공교육 상황에서 주로 활용되는 강의식 수업과의 비교에서도 글로벌 이슈 중심 사회과 프로젝트 수업이 세계를 더욱 정의로운 곳으로 변화시키는 역량인 세계시민성의 행동적 영역을 더욱 효과적으로 향상시키는 것으로 나타났다. 결론적으로, 오늘날 세계에서 행동적 영역의 세계시민성 함양이 더욱 강조되는 상황에 비추어, 본 연구에서 제시하는 글로벌 이슈 중심 사회과 프로젝트 수업을 세계시민교육에서 더욱 적극적으로 활용해야 할 당위성이 제기된다. 
Assessment of Teacher Competencies in Selected Provinces of Afghanistan (2023) سنة النشر: 2024 المؤلف المؤسسي: UNESCO Kabul UNESCO Kabul Office commissioned a study aimed at assessing the competencies of Grade 3 teachers. A total of 617 teachers from 223 randomly selected schools across five provinces in Afghanistan participated in the study. Overall, although surveyed grade 3 teachers demonstrated a high level of self-perception regarding teaching competencies, they had low content knowledge. There remained room for improvement in terms of pedagogical skills among participating teachers. 
National Distance Learning Programmes in Response to the COVID-19 Education Disruption: Case Study of the Republic of Korea سنة النشر: 2022 المؤلف المؤسسي: UNESCO This document is one of several case studies on national distance learning programmes in response to the COVID-19 education disruptions. The case of the Republic of Korea was drawn from the 2020 edition of Mobile Learning Week, organized online in October 2020 under the theme of 'Beyond Disruption: Technology Enabled Learning Futures'. Envisaged to be a continuously enriched mechanism for knowledge sharing and dissemination, the case studies aim to surface best practices worldwide in leveraging digital technology to build inclusive and crisis-resilient learning systems, and to inform the planning of digital transformation of education towards SDG 4 and the futures of learning. Each case study documents governance and funding mechanisms, needs-driven planning of distance learning solutions, evaluation of digital learning’s effects on mitigating disruptions and ensuring inclusion, and pedagogical innovations to maintain or improve the quality of learning. 
3-6岁儿童学习与发展指南 سنة النشر: 2015 المؤلف المؤسسي: 中国人民共和国教育部 本文件是中国教育部官方为3至6岁儿童所制定的学习与教育指南，通过健康、语言、社会、科学、艺术五个领域描述幼儿的学习与发展，每个方面包含学习与发展目标和教育建议两部分。 
Training to Improve Maternal, Newborn and Child Health in Eight African Countries سنة النشر: 2022 المؤلف المؤسسي: UNICEF China This document presents a description of a training program provided by China to improve maternal, newborn, and child health in eight African countries, including training objectives, curriculum design, and rubrics, and summarizes experiences and challenges. 改善非洲八国孕产妇、新生儿和儿童健康培训中国南南合作援助基金支持项目 سنة النشر: 2022 المؤلف المؤسسي: UNICEF China 本文介绍了中国为改善非洲八个国家孕产妇、新生儿和儿童健康所开展的培训项目介绍，包括目标、课程设计、评语等内容，并总结了经验与挑战。