الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Final report of the workshop on how to promote the life-link friendship-schools programme in relation to UNESCO decades for culture of peace and education for sustainable development, Amman, Jordan, May 23-24, 2007 سنة النشر: 2007 المؤلف المؤسسي: UNESCO Amman This chapter provides a brief summary of the speeches presented at the official opening and closing ceremonies as well as presentations delivered by the experts of Life-Link and UNESCO staff at the two day workshop The sub-regional workshop for ASPnet National Coordinators and Life-Link Friendship Schools Programme, organized in close collaboration with the Ministry of Education, was constructed according to the following format: (i). An organizing Committee was formed comprising of staff from the Ministry of Education and UNESCO Amman Office and Chairperson of Life-Link Programme. The committee oversaw the organization, preparation of documentation, venue, draft agenda, logistic and procedural aspects of the workshop. (ii). The selection of participants for the workshop was done by the National Commissions for UNESCO to Lebanon, Palestine, Iraq, Egypt, Oman and Jordan. The participating Arab Countries were selected by UNESCO Office-Amman and Life-Link. (iii).The selected participants comprised the National Coordinators and teachers for ASPnet in their countries. A member from Life-Link in Jordan was invited as an observer for the workshop. (iv).The resource persons (trainers) for the workshop were carefully selected on the basis of their expertise, experience and relevance to the main subjects of the workshop. The experts came from the Ministry of Education, Life-Link, UNESCO and UNRWA. (v). The format of the workshop was basically structured to firstly provide an overview and background of the Life-Link Friendship Schools Programme and ASPnet, followed by experts' presentations relevant to the main subjects of Life-Link Programme. The workshop also had three sessions of discussion on the different aspects of Life Link Programme. Participants were circulated to these sessions one after another. The workshop also had a session on how to plan for implementing peace actions as Extra Curricula Activities in schools. (vi). The ASPnet national workshop was organized under the patronage of his Excellency Dr. Khaled Toukan, the Minister of Education and the Minister of Higher Education & Scientific Research and Chairman of the Jordan National Commission for UNESCO. Rapport final de l'atelier sur la façon de promouvoir le programme de liaison de vie amitié écoles par rapport aux décennies UNESCO pour la culture de la paix et de l'éducation pour le développement durable, Amman, Jordanie, 23 au 24 mai 2007 سنة النشر: 2007 المؤلف المؤسسي: UNESCO Amman Ce chapitre présente un bref résumé des discours présentés lors de l'ouverture officielle et de clôture ainsi que les présentations faites par les experts de Life-Link et personnel de l'UNESCO à l'atelier de deux jours. L'atelier sous-régional pour réseau des coordonnateurs nationaux et de Life-Link Programme des Écoles Amitié, organisée en étroite collaboration avec le Ministère de l'éducation, a été construit selon le format suivant: (i). Un comité d'organisation a été formé, comprenant des membres du personnel du ministère de l'Education et le Bureau UNESCO à Amman et présidente programme Life-Link. Le comité a supervisé l'organisation, la préparation de la documentation, le lieu, le projet de l'ordre du jour, la logistique et les aspects procéduraux de l'atelier. (Ii). La sélection des participants de l'atelier a été fait par les Commissions nationales pour l'UNESCO au Liban, en Palestine, en Irak, en Egypte, à Oman et en Jordanie. Les pays arabes participants ont été sélectionnés par l'UNESCO Bureau-Amman et Life-Link. (Iii). Les participants sélectionnés comprennent les coordonnateurs nationaux et les enseignants pour Réseau dans leur pays. Un membre de la Life-Link en Jordanie a été invité à titre d'observateur à l'atelier. (Iv). Les personnes ressources (formateurs) pour l'atelier ont été soigneusement sélectionnés sur la base de leur expertise, de l'expérience et de la pertinence des principaux sujets de l'atelier. Les experts provenaient du ministère de l'Education, Life-Link, l'UNESCO et l'UNRWA. (V). Le format de l'atelier a été essentiellement structuré pour fournir d'abord une vue d'ensemble et contexte de Life-Link Programme Amitié Ecoles et Reseau, suivie par les présentations des experts compétents pour les sujets principaux programme Life-Link de. L'atelier a également eu trois séances de discussion sur les différents aspects du Programme Life Link. Les participants ont été distribués à ces sessions un après l'autre. L'atelier a également eu une séance sur la façon de planifier la mise en œuvre des actions de paix en tant Activités extra curricula dans les écoles. (Vi). L'atelier national a été organisé reseau sous le patronage de son excellence Dr. Khaled Toukan, Ministre de l'Éducation et le Ministre de l'Enseignement Supérieur et de la Recherche et Président de la Commission Nationale Jordanienne pour l'UNESCO Scientifique. 
Lessons Learned from Mental Health and Education: Identifying Best Practices for Addressing Violent Extremism سنة النشر: 2015 المؤلف: Stevan Weine | B. Heidi Ellis | Ron Haddad | Alisa B. Miller | Rebecca Lowenhaupt | Chloe Polutnik المؤلف المؤسسي: National Consortium for the Study of Terrorism and Responses to Terrorism (START) The overall purpose of this research was to identify assets from the mental health and education fields that could contribute to best practices for preventing and intervening against violent extremism. Specifically we aimed to address the following questions:1) What prior knowledge, programmes or interventions within the mental health and education fields could contribute to best practices and other strategies that could help stop violent extremism? 2) How can professionals from the mental health and education fields best become involved in stopping violent extremism? Lessons Learned from Mental Health and Education: Identifying Best Practices for Addressing Violent Extremism سنة النشر: 2015 المؤلف: Stevan Weine | B. Heidi Ellis | Ron Haddad | Alisa B. Miller | Rebecca Lowenhaupt | Chloe Polutnik المؤلف المؤسسي: National Consortium for the Study of Terrorism and Responses to Terrorism (START) Il s’agit dans cette recherche d'identifier des ressources dans le domaine de l'éducation à la santé mentale qui pourraient contribuer aux meilleures pratiques dans la prévention et l'intervention contre l'extrémisme violent. Plus précisément, les auteurs ont cherché à répondre aux questions suivantes : 1) Quelles sont les connaissances, les programmes ou les interventions requis dans le domaine de l'éducation à la santé mentale pouvant contribuer aux meilleures pratiques et autres stratégies dans la lutte contre l'extrémisme violent ? 2) Comment les professionnels de l'éducation à la santé mentale peuvent s’impliquer davantage dans la lutte contre l'extrémisme violent ? 
Education Reform in Pakistan سنة النشر: 2014 المؤلف المؤسسي: International Crisis Group In April 2010, the eighteenth constitutional amendment committed Pakistan to free and compulsory education for all children between the ages of five and sixteen. Yet millions are still out of school, and the education system remains alarmingly impoverished. The madrasa (religious school) sector flourishes, with no meaningful efforts made to regulate the seminaries, many of which propagate religious and sectarian hatred. Militant violence and natural disasters have exacerbated the dismal state of education. The public education system needs to foster a tolerant citizenry, capable of competing in the labour market and supportive of democratic norms within the country and peace with the outside world. Education Reform in Pakistan سنة النشر: 2014 المؤلف المؤسسي: International Crisis Group En Avril 2010, le Pakistan s’est engagé, l'amendement constitutionnel XVIII, à mettre en place une éducation gratuite et obligatoire pour tous les enfants âgés de cinq à seize ans. Pourtant, des millions d’enfants ne sont encore à l'école et le système éducatif s’appauvrit d’une façon alarmante. Le secteur de la madrasa (école religieuse) fleurit, sans que des efforts significatifs soient déployés pour réglementer les séminaires, qui propagent souvent la haine religieuse et le sectarisme. La violence militante et les catastrophes naturelles ont aggravé l'état lamentable de l'éducation. Le système public de l'éducation doit favoriser une citoyenneté tolérante, compétitive sur le marché du travail et apportant son soutien aux normes démocratiques dans le pays et à la paix avec le monde extérieur. 
Programa Mundial para Educação em Direitos Humanos: terceira fase, plano de ação سنة النشر: 2015 المؤلف المؤسسي: UNESCO Brasilia | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) De acordo com a Resolução 24/15 do Conselho de Direitos Humanos, o Escritório do Alto Comissariado das Nações Unidas para os Direitos Humanos (ACNUDH) elaborou, no primeiro trimestre de 2014, um esboço de plano de ação para a terceira fase (2015-2019) do Programa Mundial para Educação em Direitos Humanos (PMEDH) tomando como base, entre outros, importantes instrumentos e documentos das Nações Unidas, os planos de ação da primeira (2005- 2009) e da segunda (2010-2014) fases do PMEDH e outros materiais publicados pelo ACNUDH e pelas Nações Unidas. Em abril e maio, o esboço de plano de ação foi submetido à análise dos Estados, organizações intergovernamentais relevantes, incluindo a Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO), instituições nacionais de direitos humanos e sociedade civil. Em 4 de julho, o ACNUDH recebeu 30 respostas com os comentários, os quais foram levados em consideração no texto final e que constituem as Seções de II a V do presente relatório. 
2023 Asia-Pacific Regional Global Citizenship Education (GCED): Network Activities Summary Report سنة النشر: 2023 المؤلف: Seek Ling Tan المؤلف المؤسسي: UNESCO Bangkok This is a summary report from the Global Citizenship Education (GCED) network activities in Asia-Pacific in 2023. The Asia-Pacific Regional Global Citizenship Education Network, spearheaded by UNESCO Bangkok and the Asia-Pacific Centre of Education for International Understanding (APCEIU), has illuminated the path to empower learners to become global citizens since its inception in 2018. In 2023, their journey was punctuated by significant milestones and a revitalized commitment to propel GCED across the region. This commitment is particularly evident in the key priority areas of advocacy, capacity building, learning/teaching materials, policy and research and the synergizing of regional collaboration towards Education 2030. 
Training of Trainers Report: For the Project on: Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries سنة النشر: 2017 المؤلف المؤسسي: UNESCO International Institute for Capacity-Building in Africa (IICBA) The overall framework of this project is to create a critical mass of teachers who can implement effective teaching and learning, producing economically productive and peace-loving youth. The project has a shortterm objective of training at least 8,000 young teachers through the Training of Trainers (TOT) model. The medium-term objectives will contribute to the 2030 SDGS. The long-term objectives are in line with AU’s Agenda 2063, which promotes increased regional integration, peace and stability, and equitable economic development. Training of Trainers Report: For the Project on: Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries سنة النشر: 2017 المؤلف المؤسسي: UNESCO International Institute for Capacity-Building in Africa (IICBA) The overall framework of this project is to create a critical mass of teachers who can implement effective teaching and learning, producing economically productive and peace-loving youth. The project has a shortterm objective of training at least 8,000 young teachers through the Training of Trainers (TOT) model. The medium-term objectives will contribute to the 2030 SDGS. The long-term objectives are in line with AU’s Agenda 2063, which promotes increased regional integration, peace and stability, and equitable economic development.