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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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UNESCO ICT Competency Framework for Teachers (ver.3) سنة النشر: 2018 المؤلف المؤسسي: UNESCO UNESCO has developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre- and in-service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area.The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. The ICT CFT provides a comprehensive set of competencies teachers need to integrate ICT into their professional practice in order to facilitate students’ achievement of curricular objectives. Strong political commitments and sustained investment in teacher education, and concerted actions between pre- and in-service teacher trainings form the foundation of the successful implementation of this Framework as it is contextualized to national and institutional goals. For this reason, this document underlines the importance of steadfast commitment to supporting teachers’ continuous professional development including through ICT, and includes examples to illustrate how ICT CFT could be used to facilitate teachers’ development in diverse contexts. We look forward to strengthening our collaboration with all stakeholders everywhere to leverage ICT to develop the skills required to thrive within the fast-changing inclusive Knowledge Societies. 
Global Education Meeting 2018: Brussels Declaration سنة النشر: 2018 المؤلف المؤسسي: UNESCO Ministers, and other heads of delegations, as well as representatives of multilateral organizations, civil society, the teaching profession, youth and the private sector, met in Brussels, from 3 to 5 December 2018. This document describes key messsages and commitments for the 2019 High-Level Political Forum and the United Nations General Assembly. 
The Intersections Between Education, Migration and Displacement are not gender-neutral (Global Education The Intersections between Education, Migration and Displacement Monitoring Report, 2019) سنة النشر: 2019 المؤلف المؤسسي: UNESCO The 2019 Global Education Monitoring Report emphasized the need to include migrants and refugees in national education systems, and also called for more planning to respond to the needs of these populations. As this short review has outlined, many of these needs have gender dimensions. These range from the vulnerability of rural‑to‑urban migrant girls who end up as domestic workers deprived of education opportunities to the vulnerability of refugee boys, often unaccompanied, who have limited opportunities to develop their skills. They encompass the deskilling of international migrant women in the ‘global care chain’ as well as the increasing chore burden that left‑behind girls face when a parent migrates.Still, research on the experiences of girls and women or boys and men in migration and displacement contexts – and how these can be affected by education – remains limited. More analysis on the intersection of gender, education, migration and displacement is needed on a wide variety of issues, including the gender-specific dimensions of remittance use, gender-responsive teaching practices and the empowerment impact of non-formal education opportunities. To fulfil their potential for instilling resilience, education systems need to recognize these needs and respond to them. Las intersecciones entre educación, migración y desplazamiento no son género-neutrales (Informe de Seguimiento de la Educación en el Mundo, 2019) سنة النشر: 2019 المؤلف المؤسسي: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) El Informe de Seguimiento de la Educación en el Mundo de 2019 enfatizaba la necesidad de incluir a migrantes y refugiados en los sistemas educativos mundiales, y también marcaba la necesidad de aumentar las planificaciones que busquen dar respuestas a las necesidades de estas poblaciones. Como desarrolla este corto informe, muchas de estas necesidades tienen dimensiones vinculadas al género. Estas van desde las vulnerabilidades de niñas migrantes de contextos tanto rurales como urbanos que terminan como trabajadoras domésticas siendo privadas de oportunidades educativas, hasta las vulnerabilidades de niños varones refugiados, muchas veces sin acompañantes, que tienen limitadas oportunidades de desarrollar sus habilidades. Ellas abarcan tanto la falta de cualificación de las mujeres migrantes en la ‘cadena global de cuidado’ como el incremento de la carga de trabajos que recae sobre niñas que han sido dejadas de lado cuando el padre o la madre migra. Más allá de esto, investigaciones sobre las experiencias de mujeres y niñas o de hombres y niños en contextos de migración y desplazamiento – y cómo estos pueden ser afectados por la educación – continúan siendo limitadas. Es preciso ahondar en el análisis de la intersección entre género, educación, migración y desplazamiento en una gran variedad de asuntos, incluyendo las dimensiones género-específicas de uso de remesas, repuestas a prácticas educativas en base a género y el impacto que tienen sobre el empoderamiento las oportunidades de educación no formal. Para cumplir con el potencial de instalar resiliencia, los sistemas educativos precisan reconocer todas estas necesidades y responder a ellas. 
Preventing Violent Extremism through Education: Effective Activities and Impact; Policy Brief سنة النشر: 2018 المؤلف المؤسسي: UNESCO Since 2015, UNESCO has driven forward the importance of education in preventing violent extremism (PVE-E) in the framework of its efforts to advance Global Citizenship Education (GCED). Despite the growing number of PVE-E activities globally, there is a lack of evidence on their effectiveness and impact.This Policy Brief seeks to provide answers to two questions: (i) What types of PVE-E activities tend to be more effective in having impact? and (ii) What is the proven impact of PVE-E activities?The aim is to help education stakeholders undertake programmes with stronger positive impact and take evidenced-informed decisions on spending priorities.The Policy Brief shows that PVE-E does work, highlighting various kinds of activities proven to be particularly effective, and recommending ways forward to develop stronger evidence on what works and does not. La Prévention de l’extrémisme violent par l’éducation: activités efficaces et impact; note d’orientation سنة النشر: 2018 المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Depuis 2015, l’UNESCO a mis en avant l’importance de l’éducation dans la prévention de l’extrémisme violent (PEV-E), dans le cadre de ses efforts pour faire progresser l’éducation à la citoyenneté mondiale (ECM). Malgré le nombre croissant d’activités de PEV-E à travers le monde, il manque des preuves de leur efficacité et leur impact.Ce document d’orientation a pour objectif de répondre à deux questions : (i) Quels types d’activités de PEV-E paraissent plus efficaces ? et (ii) Quel est l’impact prouvé des activités de PEV-E ?L’objectif est d’aider les acteurs de l’éducation à entreprendre des programmes ayant un plus grand impact et à prendre des décisions éclairées sur les priorités en matière de dépenses.Le document d’orientation montre que la PEV-E fonctionne, mettant en évidence divers types d’activités qui se sont avérées particulièrement efficaces. Il recommande enfin des actions à entreprendre pour obtenir davantage de preuves sur ce qui fonctionne ou pas. 
Guidebook on Education for Sustainable Development for Educators: Effective Teaching and Learning in Teacher Education Institutions in Africa سنة النشر: 2018 المؤلف المؤسسي: UNESCO The guidebook on Education for Sustainable Development for Educators: Effective teaching and learning in teacher education institutions in Africa has been conceived as a tool to mainstream sustainability into all aspects of teacher education and training with useful information concerning teaching, learning and assessment approaches to help achieve the ESD goals and learning outcomes. 
International Day against Homophobia & Transphobia: Lesson Plan سنة النشر: 2014 المؤلف المؤسسي: UNESCO Each year, the world celebrates the International Day Against Homophobia and Transphobia (IDAHO) on May 17th. During the days surrounding IDAHO, private and public actors, ranging from the United Nations agencies, to city councils, police stations, human rights organiza-tions, individual citizens, schools and others, implement activities to mark the day. The theme of this year’s IDAHO is “Fighting homophobia and transphobia IN and THROUGH education”. This theme was selected in response to a growing awareness that homophobic and transphobic bullying in schools which are manifestations of homophobia and transphobia, are serious issues that students and educational staff face every day across the world.Over the years, teachers around the world have been developing activities in their classrooms, with the help of various organizations working on efforts to address and homophobia and transphobia in educational institutions. Building on the success of these experiences, UNESCO and the IDAHO Committee propose teachers take advantage of the International Day Against Homophobia and Transphobia to conduct an ‘IDAHO Lesson’. The four activities proposed below are aimed at both primary and secondary level classes. A list of resources from other organizations for teachers, for all subjects and all grades is included below to enable greater choice of possible activities. By conducting an “IDAHO Lesson”, you can create safer learning environments, address discrimination and encourage respect and tolerance between and amongst learners.(Title: International Day against Homophobia and Transphobia: Lesson Plan) Combattre l’homophobie et la transphobie : Propositions pédagogiques سنة النشر: 2014 المؤلف المؤسسي: UNESCO Le présent programme pédagogique a été élaboré à l’occasion de l’IDAHO 2012, autour du thème « Combattre l’homophobie et la transphobie DANS et PAR l’éducation », en réponse à la prise de conscience que le harcèlement homophobe ou transphobe dans les écoles sont des manifestations de l’homophobie et de la transphobie auxquelles étudiants et membres du corps enseignant du monde entier doivent faire face au quotidien. Un problème sérieux qui ne peut être ignoré.Diverses études démontrent que le harcèlement homophobe ou transphobe peut avoir de graves répercussions sur la santé physique et mentale des jeunes gens et jeunes filles qui le subissent à un moment crucial de leur vie. Le harcèlement homophobe peut entraîner une baisse des performances d’apprentissage, voire, parfois, le décrochage scolaire. Les jeunes personnes lesbiennes, gays, bisexuelles, transgenres ou intersexes (LGBTI) victimes de harcèlement homophobe sont plus enclines à l’automutilation, et on dénombre parmi cette population beaucoup plus de cas de suicide que chez les autres jeunes. Les recherches révèlent aussi que les jeunes LGBTI ont tendance à adopter des comportements à haut risque tels que les rapports sexuels non protégés et la consommation de stupéfiants. 
Curriculum Development and Review for Democratic Citizenship and Human Rights Education سنة النشر: 2016 المؤلف المؤسسي: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all.