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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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Pursuing the Sustainable Development Goals in a World Reshaped by COVID-19: Foundational Research Report سنة النشر: 2021 المؤلف: Barry B. Hughes | Taylor Hanna | Kaylin McNeil | David K. Bohl | Jonathan D. Moyer المؤلف المؤسسي: United Nations Development Programme (UNDP) | Frederick S. Pardee Center for International Futures This report advances existing monitoring and forecasting initiatives in three ways. First, it provides, for selected goals and targets, especially those related to human development, projections for the path of progress that the world seemed to be on prior to the outbreak of the COVID-19 pandemic. Second, despite the still very high levels of uncertainty around the ultimate course of the pandemic, it considers the possible impact on longer-term progress. Third, it explores the potential impact of a broad and integrated program of initiatives intended to move us more quickly toward achieving the goals.The SDG Push scenario successfully increases the rate of progress toward the targets sufficiently to overcome the global losses of even the High Damage COVID scenario before 2030 for most target variables. On top of the baseline COVID scenario it greatly increases the number of countries reaching target levels by 2030 and 2050. 
المبادئ اﻟﺘﻮﺟﯿﮭﯿﺔ ﻟﻠﺘﻌﻠﻢ اﻟﻤﻔﺘﻮح واﻟﺘﻌﻠﻢ ﻋﻦ ﺑﻌﺪ ﻟﻤﺤﻮ أﻣﯿﺔ اﻟﺸﺒﺎب واﻟﻜﺒﺎر سنة النشر: 2022 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | Commonwealth of Learning تعالج المبادئ التوجيهية بشأن التعلم المفتوح والتعلم عن بعد للشباب والكبار فجوة في توفير محو الأمية من خلال تقديم مبادئ وممارسات التعلم المفتوح والتعلم عن بعد (ODL) لتوضيح كيف يمكن تقديم التعلم والتعليم عن بعد. ينقسم هذا المنشور إلى قسمين رئيسيين. يقدم الجزء الأول إرشادات عملية في أربعة مجالات - التخطيط ، والتطوير ، والتنفيذ ، والرصد والتقييم - وينظر الجزء الثاني في التقنيات المختلفة المستخدمة لبرامج ODL ويمكن أن تدعم تعلم القراءة والكتابة للشباب والكبار. سيستفيد صانعو السياسات ومقدمو محو الأمية والمعلمون من فهم وتطبيق مفهوم ومبادئ ODL في تصميم وتقديم برامج محو الأمية الفعالة والشاملة والمستدامة وفرص التعلم - تعزيز مرونة برامج محو الأمية وتوسيع نطاق التوعية والمشاركة في العملية . Guidelines on Open and Distance Learning for Youth and Adult Literacy سنة النشر: 2022 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | Commonwealth of Learning Guidelines on open and distance learning for youth and adult literacy addresses a gap in literacy provision by presenting open and distance learning (ODL) principles and practices to illustrate how learning and education can be delivered at a distance.This publication is divided into two main parts. Part 1 presents practical guidance in four areas—planning, development, implementation, and monitoring and evaluation—and part 2 considers the various technologies that are used for ODL programmes and could support youth and adult literacy learning.Policy-makers, literacy providers and educators will benefit from understanding and applying the concept and principles of ODL in designing and delivering effective, inclusive and sustainable literacy programmes and learning opportunities— strengthening the resilience of their literacy programmes and expanding outreach and participation in the process. Apprentissage libre et à distance pour l’alphabétisation des jeunes et des adultes: lignes directrices سنة النشر: 2022 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) | Commonwealth of Learning Les lignes directrices sur l'apprentissage ouvert et à distance pour l'alphabétisation des jeunes et des adultes comblent une lacune dans l'offre d'alphabétisation en présentant des principes et des pratiques d'apprentissage ouvert et à distance (ODL) pour illustrer comment l'apprentissage et l'éducation peuvent être dispensés à distance. Cette publication est divisée en deux parties principales. La partie 1 présente des conseils pratiques dans quatre domaines—la planification, le développement, la mise en œuvre et le suivi et l'évaluation—et la partie 2 examine les diverses technologies qui sont utilisées pour les programmes ODL et qui pourraient soutenir l'apprentissage de l'alphabétisation des jeunes et des adultes. Les décideurs politiques, les prestataires d'alphabétisation et les éducateurs bénéficieront de la compréhension et de l'application du concept et des principes de l'ODL dans la conception et la prestation de programmes d'alphabétisation et d'opportunités d'apprentissage efficaces, inclusifs et durables - renforçant la résilience de leurs programmes d'alphabétisation et élargissant la portée et la participation au processus. 
I'm Back سنة النشر: 2020 المؤلف المؤسسي: ODA Gada | 광진구 | 호남대학교 〈I'm back〉 is the third illustrated book in the ‘Rainbow Youth Global Citizen Project’ jointly published by Gwangsan-gu Office of Gwangju and Honam University. Youths need gender equality education to become members of community that respect diversity. This book was made more meaningful as we listened directly to the stories of adolescents, the main audience of this book, and the contents were created with them from the composition stage through workshops. The participating teenagers were a great help to the publication of this book as they actively voiced their opinions. 다녀왔습니다 سنة النشر: 2020 المؤلف المؤسسي: ODA Gada | 광진구 | 호남대학교 <다녀왔습니다>는 광주광역시 광산구와 호남대가 공동 진행하는 ‘청소년 세계 시민 교육 프로젝트’ 의 세 번째 그림책이다. 청소년이 다양성을 존중할 수 있는 공동체 일원으로 자라나기 위해서는 성 평등 교육이 필요하다. 이 책은 책의 주 독자가 될 청소년들의 이야기를 직접 듣고, 스토리 구성 단계부터 워크숍을 통해 함께 이야기를 만들었기에 그 의미가 더 크다. 이 그림책은 청소년이 일상에서 접하는 성 고정관념의 모습들을 담았다. 집과 학교, 등하굣 길 등에서 흔히 일어나는 상황을 그려냈다. 
Inclusive Education in Kyrgyzstan (International Journal of Humanities and Natural Sciences; vol. 2-1, no. 41) سنة النشر: 2020 المؤلف: A.K. Akkojoeva The article deals with issues of inclusive education, defines the concepts of "inclusion" and "inclusive education". Special attention was paid to the analysis of approaches to the functioning of inclusive education and concepts for the implementation of inclusive education in the Kyrgyz Republic. teaching children with disabilities through inclusive education involves understanding the inclusion of a new philosophy of education that creates a modern humanistic approach to education based on the diversity of students and more individual characteristics of the child than problems, as well as the ability to jointly enrich the education of ordinary children and children with disabilities. Инклюзивное образование в Кыргызстане (Международный журнал гуманитарных и естественных наук; vol. 2-1, no. 41) سنة النشر: 2020 المؤلف: A.K. Akkojoeva В статье рассматриваются вопросы инклюзивного образования, определяются понятия «инклюзия» и «инклюзивное образование». Особое внимание было уделено анализу подходов к функционированию инклюзивного образования и концепций реализации инклюзивного образования в Кыргызской Республике. Обучение детей с ограниченными возможностями здоровья через инклюзивное образование предполагает понимание включения новой философии образования, которая создает современный гуманистический подход к образованию, в основе которого лежит многообразие учащихся и больше индивидуальных особенностей ребенка, нежели проблем, а также возможность совместно обогащать воспитание обычных детей и детей с ограниченными возможностями здоровья. 
함께 그려보는 우리의 미래 - 교육을 위한 새로운 사회계약 سنة النشر: 2021 المؤلف المؤسسي: International Commission on the Futures of Education | UNESCO 우리의 인류와 지구는 위협을 받고 있습니다. 전염병은 우리의 연약함과 상호 연결성을 증명하는 역할을 했을 뿐입니다. 이제 방향을 바꾸고 우리의 미래를 재창조하기 위해 함께 취하는 긴급 조치가 필요합니다. 국제미래교육위원회는 심오한 변화를 가져오는 교육의 힘을 인정합니다. 우리는 모든 어린이, 청소년 및 성인을 위한 양질의 교육에 대한 권리를 보장하고 지속 가능한 집합적 미래를 위한 경로로서 교육의 변혁적 잠재력을 완전히 실현하겠다는 약속을 이행해야 하는 이중 과제에 직면해 있습니다. 이를 위해서는 불의를 바로잡으면서 미래를 변화시킬 수 있는 교육을 위한 새로운 사회계약이 필요합니다.이 새로운 사회 계약은 인권에 기초해야 하고 비차별, 사회 정의, 생명 존중, 인간 존엄성 및 문화적 다양성의 원칙에 기초해야 합니다. 그것은 배려, 호혜주의, 연대의 윤리를 포함해야 합니다. 공공의 노력과 공동선으로서의 교육을 강화해야 합니다.작성 기간이 2년이고 약 100만 명이 참여하는 글로벌 협의 프로세스를 기반으로한 이 보고서는 우리가 모두를 위해 평화롭고 정의로우며 지속 가능한 미래를 건설하는 데 도움이 될 교육을 위한 새로운 사회 계약을 맺도록 전 세계의 정부, 기관, 조직 및 시민을 초대합니다.여기에 제시된 비전, 원칙 및 제안은 단지 출발점일 뿐입니다. 그것들을 번역하고 맥락화하는 것은 공동의 노력입니다. 많은 밝은 점이 이미 존재합니다. 이 보고서는 이를 캡처하고 구축하려고 시도합니다. 매뉴얼도 청사진도 아닌 중요한 대화의 시작입니다. 
3rd Meeting of the SDG-Education 2030 Steering Committee, 29-30 June 2017, United Nations, New York: meeting report سنة النشر: 2017 المؤلف المؤسسي: UNESCO An inclusive high-level multi-stakeholder partnership, the SDG-Education 2030 Steering Committee (SC) provides a global forum for consultation and a mechanism to coordinate and harmonize global education efforts. It is mandated to provide strategic guidance to Member States and the education community, make recommendations for catalytic action, advocate for adequate financing, and monitor progress toward SDG4 targets through the UNESCO Institute for Statistics and the Global Educational Monitoring (GEM) Report. The 3 rd meeting of the SC was organized in New York on 29-30 June 2017 back to back with the HighLevel Action SDG Action Event on Education convened by the President of the UN General Assembly, Peter Thompson, in partnership with key SDG 4 stakeholders, to drive a new push for inclusive and equitable quality education and lifelong learning opportunities. At this meeting the SC examined successes and challenges in the implementation of SDG4 since the adoption of the 2030 Agenda. After highlighting the critical role of regional organizations as policy peer learning mechanisms in enhancing effective implementation of SDG4-Education 2030, the SC endorsed a set of recommendations for improved implementation in 2018 and 2019.