الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Education sector responses to climate change: background paper with international examples سنة النشر: 2012 المؤلف المؤسسي: UNESCO Bangkok Through a review of academic articles and project documents, this paper explores the relationship between the education sector and climate change. It introduces how education is both impacted by and has an impact on this phenomenon, and proposes various sector responses. Different theoretical frameworks for where and how climate change education fits into the education sector are made concrete with case studies from across the globe. An essential introduction to climate change and education, this paper brings together theory, policy and practice. A useful read for those working in either the education sector or on climate change. Les réponses du secteur de l'éducation au changement climatique: document d'information avec des exemples internationaux سنة النشر: 2012 المؤلف المؤسسي: UNESCO Bangkok Grâce à un examen des articles universitaires et des documents de projet, cet article explore la relation entre le secteur de l'éducation et le changement climatique. Il introduit comment l'éducation est à la fois touchée par et a un impact sur ce phénomène, et propose diverses réponses du secteur. Différents cadres théoriques pour où et comment le changement climatique l'éducation inscrit dans le secteur de l'éducation sont en béton avec des études de cas à travers le monde. Une introduction essentielle au changement climatique et de l'éducation, ce document rassemble la théorie, la politique et la pratique. Une lecture utile pour ceux qui travaillent soit dans le secteur de l'éducation ou sur le changement climatique. 
Reconceptualising global education from the grassroots: the lived experiences of practitioners سنة النشر: 2015 المؤلف المؤسسي: DEEEP This research aims to conceptualise and reflect on DEEEP's understanding of Globalcitizenship Education(i.e., GE) in a way that is practice-led and rooted in practitioners’ experiences. We argue that the strategies practitioners use to negotiate the institutional and conceptual challenges of GE should be more systematically engaged with and central to our understanding of GE, and provide critical lessons for how practitioners can be supported, but also how we can understand the GE that results. 
Education: global citizenship education in context المؤلف المؤسسي: Global Hive In a fast-changing and globalized reality, there are many who believe that education can, and should, help young people to meet the challenges they will confront now and in the future, and that educating for global citizenship is now more important and urgent than ever before. Upon reflection back over this decade of work, however, there is an indication that not a lot of progress has been made in expanding education for global citizenship (Schulz, 2007; Canadian Council for International Cooperation, 2004). In the early 1990s, with the financial assistance of the Canadian International Development Agency and inspired by visions of global solidarity, Canadian schools and community organizations joined together in efforts to educate students on global society, though since then funding has been cut drastically, and coordinated efforts across sectors have decreased, as schools and NGOs face their own budget cuts. In a recent poll conducted by VisionCritical and the Inter-Council Network of Provincial and Regional Councils for Global Cooperation, it was found that one third of Canadians rank global poverty (hunger in the world) among the first, second and third most concerning issues to them globally. Moreover, the majority of Canadians believe there is a human rights obligation to reduce global poverty, and believe there are significant benefits to doing so, including improving Canada’s international reputation, reducing global conflict, and reducing risks of pandemics. Global Citizenship Education is essential for the following reasons: Education for Global Citizenship gives young people access to the knowledge, understanding, skills, and values that they need to participate fully in ensuring their own and others’ well-being, and to make a positive contribution both locally and globally. Global Citizenship Education involves children and youth fully in their own learning through the use of a range of activities and participatory learning methods. This engages the learner, but also develops confidence, self-esteem, and skills of critical thinking, communication, cooperation and conflict resolution. Current use of the world’s resources is inequitable and unsustainable. As the gap between the rich and the poor widens, poverty continues to deny millions of people around the world their basic human rights. Education is a powerful tool for changing the world because tomorrow’s adults are the children and youth we are educating today. For teachers interested in promoting global citizenship, the next and most immediate question is how: How can I integrate and teach global citizenship education when I have so many other pressing curriculum requirements to get through with my students? How does Global Citizenship Education relate to English Language Arts or Physical Education? This toolkit seeks to provide information on how global citizenship education can be integrated into many areas of the curriculum, offer some tools and methods by which to do so, and present some illustrative case studies to provide inspiration and guidance. 
Global education guides سنة النشر: 2009 المؤلف المؤسسي: Global Education Network of Young Europeans (GLEN) This document was written as an introduction to global education and as a practical support tool for planning, managing and evaluating global education projects. It is addressed to members of GLEN, the Global Education Network of Young Europeans, as well as to other global educators. The following pages are the result of numerous discussions that have occurred during the last five years both within GLEN and with external global education practitioners and academics. Many of these discussions crystallised at the European Global Education Days (EGED), a five-day seminar that GLEN organised on the occasion of the network’s fifth anniversary in November 2008. The EGED brought together more than 70 global education activists, practitioners and academics from 15 European countries, with the aims of exchanging experiences and good practices of global education, discussing how to evaluate global education projects and measure impact; reflecting on the potential of global education as a tool for activists and how it relates to concepts such as citizenship or development; and using the results of these discussions for the future work of our network: planning global education projects and further engaging with other stakeholders. The world is currently going through a period of accumulated crises: the ecological crisis, the financial and economic crisis, the food crisis. And this on top of all the other problems: hunger, poverty, unequal distributions of resources, violent conflict, etc. The challenges which humankind is facing seem to be greater than ever. However, the Greek word ‘crisis’ does not mean downfall, but decision. We, as human beings and as citizens of this world, can decide to contribute our share for bringing about more just political and economic structures; and more sustainable, democratic, peaceful and inclusive ways of living together. If we do global education, it is in order to address exactly these issues; it is to empower people to become agents of change in view of this vision. So, in this spirit, let us use the present momentum and make the current ‘crisis’ a turning point. Guide d'éducation globale سنة النشر: 2009 المؤلف المؤسسي: Global Education Network of Young Europeans (GLEN) Ce document a été écrit comme une introduction à l'éducation mondiale et comme un outil de support pratique pour la planification, la gestion et l'évaluation des projets d'éducation globale. Il est adressé aux membres de GLEN, le Réseau Éducation Mondiale des Jeunes Européens, ainsi que d'autres éducateurs mondiaux. Les pages qui suivent sont le résultat de nombreuses discussions qui ont eu lieu au cours des cinq dernières années, tant au sein de GLEN et avec les praticiens de l'éducation mondiale externes et des universitaires. Beaucoup de ces discussions cristallisées lors des Journées Européennes Global Éducation (JEGÉ), un séminaire de cinq jours qui GLEN organisé à l'occasion du cinquième anniversaire du réseau en Novembre 2008. Le JEGÉ a réuni plus de 70 mondiaux éducation des militants, des praticiens et des universitaires de 15 pays européens, avec les objectifs de l'échange d'expériences et de bonnes pratiques de l'éducation mondiale, discuter de la façon d'évaluer les projets mondiaux d'éducation et de mesurer l'impact; réflexion sur le potentiel de l'éducation mondiale comme un outil pour les militants et comment il se rapporte à des concepts tels que la citoyenneté ou de développement; et en utilisant les résultats de ces discussions pour les travaux futurs de notre réseau: la planification des projets mondiaux d'éducation et engager davantage avec d'autres parties prenantes. Le monde traverse actuellement une période de crises accumulées: la crise écologique, la crise économique et financière, la crise alimentaire. Et cela au-dessus de tous les autres problèmes: la faim, la pauvreté, les distributions inégales des ressources, les conflits violents, etc. Les défis auxquels l'humanité est confrontée semblent être plus que jamais. Cependant, le mot grec ‘crise’ ne signifie pas la chute, mais la décision. Nous, en tant qu'êtres humains et en tant que citoyens de ce monde, pouvons décider de contribuer à provoquer des structures politiques et économiques plus justes; et des moyens plus durables, démocratiques, pacifiques et inclusifs de vivre ensemble. Si nous faisons l'éducation mondiale, il est dans le but de répondre exactement à ces questions; il est d'habiliter les gens à devenir des agents de changement en vue de cette vision. Donc, dans cet esprit, nous utilisons la dynamique actuelle et de faire la ‘crise’ actuelle un point tournant. 글로벌 교육 가이드 سنة النشر: 2009 المؤلف المؤسسي: Global Education Network of Young Europeans (GLEN) 본 문서는 글로벌 교육을 소개, 계획 및 관리하고 글로벌 교육 프로젝트를 평가하기 위한 실질적 지원 도구로 작성되었다. 이것은 GLEN 멤버와 영 유로피언의 글로벌 교육 네트워크뿐 아니라, 다른 글로벌 교육자들을 위한 것이다. 다음의 내용은 GLEN 내부와 외부 글로벌 교육 실무자 및 학계 양측에서 지난 5년간 이뤄졌던 수많은 논의의 결과다. 이 논의의 대부분은 2008년 11월 GLEN 네크워크 5주년에 즈음하여 조직된 5일간의 세미나- ‘유러피언 글로벌 교육의 날(EGED)’에서 결정되었다. ‘유러피언 글로벌 교육의 날(EGED)’은 유럽 15개 국에서 70명 이상의 글로벌 교육 활동가, 실무자 및 학계 관계자들이 함께 하여 어떻게 글로벌 교육 프로젝트를 평가하고 그 영향을 측정하는 가에 대한 논의를 하였다. 또한 활동가를 위한 도구로써 글로벌 교육의 잠재력을 반영하는 것과 이를 어떻게 ‘시민의식’ 혹은 ‘개발’의 개념과 연계시키는 가에 대한 논의도 이어 나갔다. 아울러, 향후 우리의 네트워크 작업을 위한 본 논의들의 결과를 어떻게 사용하는 가에 대한 방안도 모색하였는데, 여기에선 글로벌 교육 프로젝트를 계획하고 더 나아가 다른 이해관계자들도 참여시키는 방안도 모색하였다. 세계는 현재 축적된 위기의 시간을 겪고 있다. 즉, 생태 위기, 금융 및 경제 위기, 식량 위기를 겪고 있다. 그리고 그 위에 기아, 빈곤, 불평등한 자원 분배, 폭력 충돌 등 다른 문제들도 산적하고, 이러한 문제들에 직면한 인류의 도전은 그 어느 때보다 중요하게 여겨진다. 그러나 그리스어 ‘위기’라는 단어는 ‘몰락’이 아니라 하나의 ‘결정’을 의미한다. 우리는 인류와 세계시민으로서 더 정의로운 정치와 경제구조를 이끌기 위해 우리 각자의 몫을 기여할 수 있고, 더불어 평화롭게 함께 살고, 더 지속가능하고 민주적인 것에 기여하는 방법을 찾을 수 있다. 우리가 글로벌 교육을 하는 것은 바로 이러한 문제점을 해결하기 위해서이다. 다시 말해서, 미래에 대한 비전을 갖고 변화의 동인이 되는 사람에게 힘을 실어 주는 것이다. 그러므로 우리는 이러한 정신으로 현재의 동력이 되어 오늘날의 위기를 전환점으로 만들도록 한다. 
Comprehensive Societal Integration of People with Disabilities in the Arab and Islamic Society (A Historical-original View) سنة النشر: 2012 المؤلف: Ibrahim Alnuqythan المؤلف المؤسسي: Gulf Society for Diability The file is a research paper that discusses the comprehensive integration of persons with disabilities in the Arab and Islamic world. The paper seeks to answer the following questions:- Did the disabled in the Arab-Islamic civilization have a comprehensive integration into society?What are the examples of this integration in the Arab-Islamic civilization?The paper discussed and touched on live models that show the reality of inclusion of persons with disabilities in society. الدمج المجتمعي الشامل لذوي الإعاقة في المجتمع العربي الإسلامي (نظرة تاريخية-تأصيلية) سنة النشر: 2012 المؤلف: Ibrahim Alnuqythan المؤلف المؤسسي: Gulf Society for Diability الملف عبارة عن ورقة بحثية تناقش الدمج الشامل للمعوقين في الوطن العربي والإسلامي. وتسعى الورقة للإجابة عن الأسئلة التالية:- هل كان للمعوقين في الحضارة العربية الإسلامية دمج شامل في المجتمع؟- ما النماذج على هذا الدمج في الحضارة العربية الإسلامية؟ولقد ناقشت الورقة وتطرقت لنماذج حية تظهر واقع ادماج المعوقين في المجتمع. 
Happy Schools!: A Framework for Learner Well-being in the Asia-Pacific سنة النشر: 2016 المؤلف المؤسسي: UNESCO Bangkok The Happy Schools Project was launched in June 2014 in the aim of promoting learner well-being and holistic development. It follows on the findings of UNESCO Bangkok’s research on ‘Learning to Live Together’, which examined the ways in which education systems can promote peace through education in the Asia-Pacific region. While the concept of ‘Learning to Live Together’ is often reflected at policy level, there is little evidence as to how it is implemented in practice. Therefore, the Happy Schools Project aims to identify and recognize proven practices at school level that integrate this concept.