الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Стратегия и план действий Организации Объединенных Наций по борьбе с языком ненависти سنة النشر: 2019 المؤلف المؤسسي: United Nations (UN) В ответ на тревожные тенденции роста ксенофобии, расизма и нетерпимости, воинствующего женоненавистничества, антисемитизма и ненависти в отношении мусульман во всем мире Генеральный секретарь Организации Объединенных Наций Антониу Гутерриш 18 июня 2019 года объявил о начале реализации Стратегии и плана действий Организации Объединенных Наций по борьбе с языком ненависти. Эта первая инициатива в рамках всей системы Организации Объединенных Наций, направленная на борьбу с языком ненависти, представляет собой дорожную карту того, как Организация может поддерживать и дополнять усилия государств. В стратегии подчеркивается необходимость комплексного противодействия ненависти при соблюдении свободы мнений и их выражения, а также сотрудничества с соответствующими заинтересованными сторонами, включая организации гражданского общества, средства массовой информации, технологические компании и платформы социальных сетей. استراتيجية الأمم المتحدة وخطة عملها بشأن خطاب الكراهية سنة النشر: 2019 المؤلف المؤسسي: United Nations (UN) استجابة للاتجاهات المثيرة للقلق المتمثلة في تصاعد خطاب الكراهية حول العالم، أطلق الأمين العام للأمم المتحدة أنطونيو غوتيريش استراتيجية وخطة عمل الأمم المتحدة بشأن خطاب الكراهية في 18 حزيران/يونيو 2019.تسعى هذه الاستراتيجية إلى تعزيز استجابة الأمم المتحدة للظاهرة العالمية لخطاب الكراهية، وهي نتيجة للتعاون الوثيق بين 16 كيانًا في إطار فريق الأمم المتحدة العامل المعني بخطاب الكراهية وينسقها المستشار الخاص للأمم المتحدة المعني بمنع الإبادة الجماعية.تلتزم الاستراتيجية التزامًا راسخًا بتكثيف العمل المنسق للتصدي لخطاب الكراهية، على المستويين العالمي والوطني. 联合国关于仇恨言论的战略和行动计划 سنة النشر: 2019 المؤلف المؤسسي: United Nations (UN) 为应对世界各地仇恨言论上升的惊人趋势，秘书长安东尼奥·古特雷斯于2019年6月18日发布了《联合国关于仇恨言论的战略和行动计划》。该战略旨在帮助联合国加强应对全球仇恨言论现象，是联合国仇恨言论工作组下的16个实体密切协作的成果，由联合国防止灭绝种族罪行特别顾问协调。该战略坚定地承诺在全球和国家层面加强协调行动，以应对仇恨言论。 
Teachers’ Toolkit: UNESCO Schools Network in Canada سنة النشر: 2020 المؤلف المؤسسي: Canadian Commission for UNESCO This toolkit draws on a variety of resources to give educators a range of activities and best practices for students of all ages. Students will learn about human rights and global citizenship, sustainable development, climate action and reconciliation with Indigenous peoples. 
미디어 속 학교폭력 양상 분석을 통한 학교폭력 예방 및 대응 방안 도출 سنة النشر: 2023 المؤلف: 배상률 المؤلف المؤسسي: 한국청소년정책연구원 정부 부처와 연구기관에서 발행한 학교폭력의 현황 및 추세를 살폈다. 관련 분야의 대표적인 조사로 교육부의 학교폭력 실태조사를 들 수 있다. 초등학교 4학년생부터 고등학교 3학년생을 대상으로 매년 2회에 걸쳐 이뤄지는 조사로 온오프라인에서 발생하는 학교폭력의 실태를 조사하고 있다. 방송통신위원회와 한국지능정보사회진흥원은 사이버폭력 실태조사를 통해 학교폭력 중 온라인상에서 이뤄지는 각종 폭력들의 추이를 파악하고 있다. 푸른나무재단(청소년폭력예방재단)이 매년 실시하는 ‘전국학교폭력실태조사’는 설문과 인터뷰를 통해 학교폭력의 실태뿐만 아니라 예방 및 대응 방안을 위한 청소년과 현장전문가의 의견을 수렴하는 시도를 하고 있다. 우리 사회와 언론은 청소년이 반사회적 행동을 할 때 종종 그 원인을 미디어에 돌리는 경향이 있다. 물론, 미디어가 이러한 문제에 일정 부분 영향을 미친다는 것은 부인할 수 없다. 하지만 관련 이론과 연구 결과들은 미디어의 영향이 일관되고 강력하며 즉시 나타나지 않는다는 것을 보여준다. 미디어 사용 패턴, 인구 사회학적 배경, 부모와 자녀 간의 관계 등 다양한 요인에 따라 미디어의 영향력은 다르게 나타난다. 본 보고서는 학교폭력 현황 및 추세 분석에 이어서, 수용자의 인지, 태도, 행동에 영향을 미치는 미디어 효과를 설명한 주요 이론을 고찰하고 미디어 폭력이 청소년에게 미치는 영향력을 측정한 선행연구를 살폈다. 중고등학생 연령대 청소년을 대상으로 온라인 설문조사를 하였다. 미디어가 전달하는 폭력적 콘텐츠의 소비 실태를 파악하고, 폭력적 콘텐츠 소비가 청소년의 폭력성 및 폭력 허용도에 미치는 영향력을 분석하였다. 본 연구가 학교폭력 감소와 청소년의 건강한 미디어 이용을 위한 정책 마련을 위한 기초자료와 시사점을 제공할 것으로 기대된다. * 한국청소년정책연구원이 2023년 작성한 '미디어 속 학교폭력 양상 분석을 통한 학교폭력 예방 및 대응 방안 도출(작성자: 배상률)'은 "공공누리의 제 4유형" 출처표시-상업적 이용금지-변경금지 조건에 따라 이용할 수 있으며, 해당 저작물은 '한국청소년정책연구원, https://www.nypi.re.kr/'에서 무료로 다운받으실 수 있습니다. 
세계시민교육 시리즈 6편: 난, 민이라고 해 سنة النشر: 2022 المؤلف المؤسسي: 한국국제협력단 KOICA는 SDGs, 긴급구호, 환경, 평화, 성평등, 난민에 대한 국민들의 이해를 높이고자, 6개의 세계시민교육 동영상을 만들어 유튜브로 공유하고자 합니다.6. 난, 민이라고 해 
The World in 2030: Public Survey Report سنة النشر: 2021 المؤلف المؤسسي: UNESCO This report presents the results of the World in 2030 Survey, launched by UNESCO in May 2020 to provide a platform for people to share their views on our world’s most pressing challenges, including what specifically they are worried about, and, most importantly, what solutions they feel are mostneeded. The results of this survey present a clear and systematic framework for action, one that can enrich global reflection over the coming decade as part of a renewed push to achieve the Sustainable Development Goals of the UN 2030 Agenda.Over 15,000 respondents from all regions of the world responded to the survey, providing a clear snapshot of global per- spectives. This survey received particular participation from women and young people. A majority of respondents had a university education, and the top region from which participants hailed was Latin America and the Caribbean.Responses to the World in 2030 Survey indicate clear trends in the concerns felt by global citizens. According to survey respondents, the top challenge facing peaceful societies in the lead up to 2030 was, by far, climate change and loss of biodiversity, ranking in the top four challenges of 67% of respondents, and coming out on top for all regions and demographics. When examining this challenge, people were most concerned about increasing natural disasters and extreme weather, loss of biodiversity and its impact on people, pollution of the ocean and rising sea levels, and risk of conflict or violence. The top proposed solutions were investing in green energy and sustainable economies, teaching sustainability through education, effective international cooperation, and building trust in science and science-based decisions.The next four most highlighted global challenges were violence and conflict (44%), discrimination and inequality (43%), lack of food, water and housing (42%), and health and disease (37%). There was some limited variation in the rankings of the relative importance of these four challenges across regions and demographics. For example, women and minority group respondents both ranked discrimination and inequality as the second most important global challenge, following climate change and biodiversity loss, rather than third, while respondents from indigenous communities and from Asia and the Pacific ranked health and disease as the second most important global challenge, rather than fifth. The World in 2030 survey was an open online questionnaire held from May to September 2020. It was made available in more than 25 languages. This report also analyses results along regional, gender, age and other demographic lines, presenting a complex and valuable portrait of global sentiment on these key issues. 
教育环境中的暴力和欺凌 : 残障儿童和青年的经历 سنة النشر: 2021 المؤلف المؤسسي: 联合国教科文组织 (UNESCO) 本文是联合国教科文组织关于校园暴力和欺凌的系列技术简报之一，重点关注残障学生的经历。本文首次汇集了关于教育环境中残障学生遭受暴力和欺凌的规模和性质的证据，旨在提高对该问题的认识，鼓励采取行动确保残障儿童和青年能够获得安全的学习环境。本文主要面向教育政策制定者和规划者、学校管理者、校长、教师和其他学校工作人员。 
Addressing Hate Speech on Social Media: Contemporary Challenges; Discussion Paper 01 سنة النشر: 2021 المؤلف المؤسسي: UNESCO | Oxford Internet Institute | European Union (EU) This paper is part of a collection of discussion papers, commissioned and produced by UNESCO and the United Nations Office of the Special Adviser on the Prevention of Genocide (OSAPG). The papers are a direct contribution to the United Nations Strategy and Plan of Action and are published in the context of the Multistakeholder Forum and Ministerial Conference on Addressing Hate Speech through Education in September and October 2021. The outbreak of the COVID-19 pandemic has highlighted the pertinence of the United Nations Strategy and Plan of Action, generating a wave of hate speech across the world –further exacerbating intolerance and discrimination towards particular groups and destabilizing societies and political systems. The discussion papers seek to unpack key issues related to this global challenge and propose possible responses and recommendations. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 4) سنة النشر: 2021 المؤلف: Alexander Leicht | Nilantha Gunasekara | Aaron Benavot | Umair Mushtaq | Elena Diryugina | Libby Giles | Mónika Réti | Le Anh Vinh المؤلف المؤسسي: 유네스코 | 유네스코 아시아태평양 국제이해교육원 Strand 4 – What does progress in transformative education look like – conclusions and next steps Plenary session 4The Strand assessed how to best capture progress including possible benchmarks and success indicators in addressing different aspects of transformative education and discussed the way forward.Moderator: Ms Vibeke Jensen, Director, Division of Peace and Sustainable Development, UNESCOPresentation of the key ideas for recommendation:Mr Alexander Leicht, Chief of Section of Education for Sustainable Development, UNESCODiscussants:Mr Nilantha Gunasekara, Deputy Director, School Health and Nutrition Branch, Ministry of Education, Sri LankaMs Chandrika Bahadur, Director, SDG AcademyMs Katarina Popovic, Professor, Department of Andragogy, University of Belgrade, Serbia & Secretary General, the International Council for Adult Education (ICAE)Mr Hyun Mook Lim, Director, APCEIUMr Aaron Benavot, Professor, University of Albany, USA Concurrent sessions 4In the concurrent sessions, concrete policy recommendations on advancing transformative education and creating enabling conditions were formulated by policymakers, practitioners and monitoring experts. Session 4.1 – Policy makersModerator: Mr Sam Loni, Programme Director, UN Sustainable Development Solutions Network, USASpeakers:Ms Catherine Matara, Assistant Director of Education, Ministry of Education, KenyaMs Sandra Allison Soria Mendoza, Head of the Environmental Education Unit and Environmental Education Specialist, Ministry of Education of PeruMs Saher Baig, Representative, Youth4Climate Session 4.2 – PractitionersModerator: Ms Monica Froehler, CEO, Ban Ki-moon Centre for Global CitizensSpeakers:Mr Umair Mushtaq, Project Manager, The Little Art, PakistanMs Elena Diryugina, Head of methodology and evaluation department, Investment to the Future, Russian FederationMs Libby Giles, Head of Global Citizenship, St Cuthbert’s College, Director, New Zealand Centre for Global Studies, New Zealand Session 4.3 – Monitoring experts on measurement frameworks, M&E, and dataModerator: Mr Ralph Carstens, Senior Research Advisor, International Association for the Evaluation of Educational Achievement (IEA)Speakers:Ms Mónika Réti, Representative of Hungary, UNECE working group on monitoring of the ESD strategyMr Le Anh Vinh, Deputy Director General, Viet Nam Institute of Educational Sciences (VNIES)Mr Hilaire Hounkpodoté, Coordinator of the Programme for the Analysis of Education Systems (PASEC), CONFEMENMr Guy-Roger Kaba, Coordinator of the Observatory on the Quality of Education, CONFEMEN Links to Strand 1 / Strand 2 & Special Session / Strand 3