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التعلّم من أجل العمل لصالح الناس والكوكب: التعليم وتغيّر المناخ Year of publication: 2024 Corporate author: Global Education Monitoring Report Team | Monitoring and Evaluating Climate Communication and Education Project (MECCE) | University of Sakatchewan ملخص مختصركيف يفضي التعليم إلى اتخاذ إجراءات بشأن تغيّر المناخ؟مع أن هنالك بيّنات دامغة على تأثير التعليم في سائر النتائج في مجال التنمية، وعلى الدور الذي يؤديه التعليم في تنمية القدرات المهنية اللازمة لعمليات الانتقال إلى التنمية المستدامة، فإن التعليم عادةً ما يكون غائباً عن اعتبارات سائر القطاعات عند اضطلاعها بوضع الاستراتيجيات والسياسات والتخطيط والتمويل. ولذا، استحدث التقرير العالمي لرصد التعليم سلسلة جديدة من المنشورات سعياً إلى تعزيز الحوار بشأن العلاقة المتبادلة بين التعليم وسائر أهداف التنمية المستدامة.وتتمحور الوثيقة الأولى في هذه السلسلة حول تغيّر المناخ. وتستعرض في مستهلها تنامي عواقب تغيّر المناخ على التعليم، ثم تتناول دور التعليم في العمل المناخي. وتبيّن الوثيقة أن مساهمة التعليم في تنمية القدرات المهنية اللازمة للانتقال إلى الاقتصاد المراعي للبيئة (الأخضر) لا تنال حقّ قدرها من التقدير. وهنالك قناعة شائعة أيضاً بأن التعليم، سواء النظامي أو غير النظامي أو غير الرسمي، يؤدي دوراً حاسماً في الحفز على اتخاذ الإجراءات الرامية إلى الحد من وطأة عواقب تغيّر المناخ والتكيف معها.بيد أن العلاقة الطردية بين التحصيل العلمي ومستويات الاستهلاك غير المستدام، فضلاً عن عدم توصل البحوث بشأن التأثير المباشر للتعليم في إجراءات التكيف مع عواقب تغيّر المناخ والحد من وطأتها إلى نتائج قاطعة، ساهما مساهمة جزئية في وضع مجال التعليم في أسفل سلم أولويات الخطط العالمية والوطنية المتعلقة بتغيّر المناخ.وتدّعي هذه الوثيقة ضرورة تكييف التعليم بشأن تغيّر المناخ لكي يتسنى تحقيق الإمكانيات الكامنة فيه. فلا يمكن أن يقتصر النموذج التربوي على نقل المعارف، بل لا بد له من التركيز أيضاً على التعلم الاجتماعي والعاطفي والعمل المنحى.وقد تمحور العديد من البحوث حول تأثير التحصيل العلمي والتعلم المعرفي. ولذا من الضروري إجراء المزيد من البحوث لتقييم سائر العوامل الحفازة التي يمكن للتعليم التأثير من خلالها في أنماط السلوك والحفز على اتخاذ إجراءات بشأن تغيّر المناخ. وتعدّ هذه البحوث ضرورية أيضاً من أجل إعداد برامج إصلاح قابلة للتطبيق في مجال التعليم تفضي إلى تحسين المناهج الدراسية، وتعزيز تأهب المدارس ونظم التعليم للتصدي لعواقب تغيّر المناخ، وإشراك المتعلمين، وإعداد المعلمين بما يتلاءم مع ذلك. 
Educating Students to Improve the World (SpringerBriefs in Education) Year of publication: 2020 Author: Fernando Reimers This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today’s’ most urgent challenges and to invent a better future. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a “bridge” for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work. 
Global Education (International) and Teaching Social Subjects: Applications and Models from Previous Research and Studies Year of publication: 2018 Author: Asmaa Al-Ahdal | Iman Eida Corporate author: King Abdulaziz University A lecture from a Saudi university, dealing with what is international education as a science, and its applications in social studies curricula. The two lectures discuss the concept of international education, its characteristics and the history of its inception as a science. التربية العالمية (الدولية) وتدريس المواد الاجتماعية: تطبيقات ونماذج من أبحاث ودراسات سابقة Year of publication: 2018 Author: Asmaa Al-Ahdal | Iman Eida Corporate author: King Abdulaziz University محاضرة من أحد الجامعات السعودية، تتطرق لماهية التربية الدولية كعلم، وتطبيقاتها في مناهج الدراسات الاجتماعية. يناقش الماحضران مفهوم التربية الدولية وخصائصها وتأريخ نشأتها كعلم. 
Promoting gender equality in education Year of publication: 2009 Corporate author: UNESCO Kathmandu This publication was originally designed in 2003 when the Gender in Education Network in Asia-Pacific (GENIA) was established. Few gender in education resources were available at that time, and until the 2006 version, documents were mainly intended to be used by GENIA members, who are representatives (gender focal points) from ministries of education in the Asia-Pacific region. GENIA members have been using the Toolkit to sensitize and train their national counterparts ever since. However, the Toolkit has not only been distributed and used by gender focal points, but also by other people who have heard about GENIA, and/or who were interested in the resource materials published by UNESCO Bangkok. For this reason, the Toolkit has been accessible via the UNESCO Bangkok website1 since 2006. As a result, anyone searching the Web for information on gender equality can easily access the Toolkit. This fourth edition of the Toolkit, thus, expands the scope of the target audience. The content has likewise been adapted accordingly in order to meet the needs of all who could potentially access it. The Toolkit also integrates existing information and tools designed by other national or international organizations dedicated to promoting and providing training on gender equality in education and other sectors. Further information from these sources is obtained by consulting the references section at the end of the Toolkit. The Toolkit is designed as a user-friendly resource. As such, a matrix is provided on pages 4 and 5 to indicate each tool’s potential for use, based on its relevance to each prospective user group. Still, every tool will have relevance to many contexts or situations and, therefore, we encourage you to make use of all the materials by adapting them to your country context. 
From Where I Stand: A Gender Equality Project for the Global Goals; Project Briefing Corporate author: United Nations Children's Fund (UNICEF) This project enables you to think about and contribute to encouraging women and girls to have equal opportunities to be heard and to have real opportunities to participate in all political, economic and public spheres. 
Chakra the Invincible; Gender Equality Year of publication: 2015 Author: Stan Lee | Sharad Devarajan | Gotham Chopra | Ashwin Pande | Jeevan J. Kang | Sesha Sainan Devarajan | Aditya Bidikar | Nilesh S. Mahadik Corporate author: Graphic India Pte. ltd | POW Entertainment The legendary Stan Lee and Sharad Devarajan bring their character Chakra the Invincible to teach children about the global goals! Chakra takes to the streets of Mumbai to teach children a lesson on gender equality and girls' empowerment. 
Everybody Wins When Girls Can Stay in School Corporate author: United Nations Children's Fund (UNICEF) World’s Largest Lesson is a collaborative education project to support the announcement of the United Nations Global Goals for Sustainable Development.Learning outcomes of the project: • Understand the term ‘gender equality’ • Identify obstacles to girls’ access to education, and secondary education in particular • Recognise the benefits of increased access to secondary education for girls 
Mission: Gender Equality Corporate author: United Nations Children's Fund (UNICEF) World’s Largest Lesson is a collaborative education project to support the announcement of the United Nations Global Goals for Sustainable Development. Learning outcomes of the project: • To know the definition of gender equality • To explore some of the causes and consequences of gender inequality • To understand how to promote gender equality 
A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials Year of publication: 2015 Corporate author: RTI International | United States Agency for International Development (USAID) The purpose of this guide is to provide guidance on how to represent members of all subgroups of a society in teaching and learning materials in equitable and non-stereotypical ways. Reviewers can use the strategies proposed in this guide to evaluate existing teaching and learning materials across primary and secondary levels. Authors or developers can employ the strategies to inform the development of new materials. This guide is organized according to themes that emerged from the review of relevant literature. Each theme reflects a particular type of bias that should be considered when evaluating or developing teaching and learning materials.