Recursos
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Using social media in Holocaust Education Autor corporativo: International Holocaust Remembrance Alliance (IHRA) Social media is a rapidly expanding form of communication and community in our world and in education more specifically. Holocaust educators are tasked with determining how best to use this tool in their programming without compromising programme or subject integrity. These guidelines outline considerations and practices in deploying social media in the Holocaust educational environment. 
OECD 학습 나침반 2030: 변혁적 역량과 민주시민교육의 접점 Año de publicación: 2019 Autor: 김아미 Autor corporativo: 경기도교육연구원 본 연구는 OECD 학습 나침반 2030(Learning Compass 2030)에서 논하는 변혁적 역량(transformative competencies)이 무엇을 의미하는지 살펴보고, 이에 대한 교육적 해석과 실천을 위해 민주시민교육과의 접점을 찾아 ‘변혁적 역량’을 지원할 수 있는 교육 방향 및 방안을 도출하고자 하였다. 또한 이를 통해 본 연구는 어린이·청소년인 학습자의 사회 변혁적 행동 능력 및 권리가 강조되는 국내외 맥락에서 교육적 대응을 위해 고려해야할 이슈들을 제안하는 것을 목적으로 한다. 
Peacebuilding Training Guide for Ethiopia Año de publicación: 2020 Autor corporativo: UNESCO International Institute for Capacity-Building in Africa (IICBA) This publication is a training guide for a variety of stakeholders, both inside and outside the education system, in Ethiopia on peace and resilience building. It is an adapted and updated guide for the Ethiopian context. The training guide aims to inform and empower the reader in why and how to educate others for peacebuilding. It provides a foundation of con¬ict analysis and peacebuilding and describes a learner-centered approach to peace education and community engagement. The goal of the training guide is for the reader to become a facilitator with the disposition, knowledge, skills and commitment to support others in developing their full potential as peace-builders. 
Gender, Media and ICTs: New Approaches for Research, Education & Training Año de publicación: 2019 Autor: Lisa French | Aimée Vega Montiel | Claudia Padovani Autor corporativo: UNESCO Higher education has to grapple with intense change in communications technologies, genres and business models - and with stubborn continuities in gender inequalities. This publication helps to navigate and transform the conundrum. It provides seven structured and practical modules, and a treasure trove of links to further resources. The book’s contents can empower its readers to advance gender equality in and through communications. 
학습의 인본주의적 미래: 유네스코 석좌와 유니트윈의 시각에서 Año de publicación: 2020 Autor corporativo: UNESCO 유네스코의 ‘교육의 미래’(Futures of Education) 이니셔티브는 교육을 다시 생각해보고 교육의 미래를 만들어가는 것을 목표로 한다. 이 이니셔티브는 복잡성, 불확실성, 불안정성이 증가하는 세계에서 지식, 교육, 학습은 어떻게 재구상되어야 하는가라는 문제에 대한 전세계적 논의를 촉진하고 있다. 이 책은 현재 115개 이상의 국가의 800개 이상의 고등교육기관으로 구성된 광범위한 글로벌 네트워크를 대표하는 유니트윈/유네스코 석좌프로그램(UNITWIN/UNESCO Chairs Programme)이 교육의 미래 이니셔티브에 제출한 글들을 일차적으로 정리해 엮은 것이다. 이 책은 인류와 지구의 미래를 위해 교육의 비전과 목적을 재설정할 때 고려해야 할 핵심적 차원들을 조명하는 글들을 담고 있다. 이 글들은 사회적·환경적 지속가능성 강화에 있어 문화의 역할; 미래 세대 육성에 필요한 가치와 태도; 건실한 공교육 및 기타 학습공간의 중요성; 디지털 시대에 인간의 창의력과 역량을 강화할 필요성과 지식을 창출하고 세상을 변화시키는 데 필요한 혁신을 주도하는 고등교육의 역할 등 중요 영역에 더욱 초점을 맞출 것을 촉구한다. Les futurs humanistes de l’apprentissage: Perspectives des chaires UNESCO et des réseaux UNITWIN Año de publicación: 2020 Autor corporativo: UNESCO L’initiative de l’UNESCO intitulée Les futurs de l’éducation vise à repenser l’éducation et à façonner l’avenir, en lançant un débat mondial sur la manière de réinventer le savoir, l’éducation et l’apprentissage dans un monde de plus en plus complexe, incertain et précaire. Le présent volume constitue la première collection de contributions soumises à l’initiative Les Futurs de l’éducation de l’UNESCO par le Programme des chaires UNESCO/UNITWIN, un vaste réseau mondial regroupant plus de 800 établissements d’enseignement supérieur dans plus de 115 pays. Les documents de réflexion qu’il contient mettent en évidence les dimensions essentielles à prendre en compte pour ré-imaginer et redéfinir l’éducation dans l’intérêt de l’avenir de l’humanité et de la planète. Cette collection appelle à insister davantage sur un certain nombre de domaines critiques tels que le rôle de la culture dans le renforcement de la durabilité sociale et environnementale, les valeurs et les attitudes nécessaires pour préparer les générations futures, l’importance d’une éducation publique et robuste, ainsi que d’autres espaces d’apprentissage, la nécessité de renforcer la créativité et les capacités humaines à l’ère numérique, ainsi que le rôle de l’enseignement supérieur concernant la génération des savoirs et la conduite de l’innovation nécessaire pour transformer notre monde. 
Réimaginer l’éducation aux compétences de vie et à la citoyenneté au Moyen-Orient et en Afrique du Nord : Une approche à quatre dimensions et systémique des compétences pour le XXIe siècle ; Cadre programmatique et conceptuel Año de publicación: 2017 Autor corporativo: UNICEF Middle East and North Africa L’Initiative pour l’éducation aux compétences de vie et à la citoyenneté de la région MENA (LSCE) représente un effort de collaboration étatique et régional en faveur de la réalisation de l’objectif de développement durable (ODD) 4 – Assurer l’accès de tous à une éducation de qualité, sur un pied d’égalité, et promouvoir les possibilités d’apprentissage tout au long de la vie. Elle cherche à reformuler la compréhension traditionnelle de l’éducation aux compétences de vie et à la citoyenneté dans la région, tout en rappelant les questions fondamentales au sujet du but et du rôle de l’éducation dans le développement sociétal qui sont pertinentes dans le contexte actuel.L’Initiative LSCE se concentre sur trois défis interdépendants :Une société du savoir inaccessible, résultat de la mauvaise qualité de l’éducation, du bas niveau des résultats scolaires et d’une équité et inclusion limitées.Une croissance économique en déclin, résultat d’un manque d’aptitudes à l’employabilité, du haut taux de chômage chez les jeunes, de l’inégalité des sexes face à l’accès au marché du travail, du manque de création d’emplois, et d’un environnement économique faible.Une faible cohésion sociale, résultat de l’escalade de la violence et de la radicalisation tout autant que d’un faible engagement civique. 
Analytical Mapping of Life Skills and Citizenship Education in the Middle East and North Africa Año de publicación: 2017 Autor corporativo: UNICEF Middle East and North Africa The Analytical Mapping of the Life Skills and Citizenship Education in MENA provides a multi-stakeholder view of the status of life skills and citizenship education in MENA and the corresponding vision for the region. It aims to provide an analytical overview of Life Skills and Citizenship Education (LSCE) related intervention in the region. Through analyzation, it also attempts to highlight general challenges encountered in the programming of LSCE, as well as focus on opportunities for LSCE in MENA national education systems. 
The Role of Education in Addressing Future Challenges Año de publicación: 2020 Autor corporativo: Bridge 47 This report, ‘The role of Education in addressing future challenges’, was prepared in response to UNESCO’s Futures of Education consultation. Through this initiative, UNESCO proposes to consider the role of education as a common good in 2050 and beyond. In other words, education is key to building a more sustainable planet and equal societies. In this report, Bridge 47 will focus on the role of education that is transformative and value-based to adapt and respond to the multiple challenges the world is currently facing. Bridge 47 considers as transformative any education that fosters global citizenship, sustainable development, human rights, equality, peace and cultural diversity, as captured in Target 4.7. of the Sustainable Development Goals.Bridge 47 sees education from a holistic perspective, ie. learning that is lifelong and extends beyond formal learning, and life-wide, that takes place in a multitude of contexts and environments. Formal, non-formal and informal learning all have a key role to play. Reimagining Life Skills and Citizenship Education in the Middle East and North Africa: A Four-Dimensional and Systems Approach to 21st Century Skills; Conceptual and Programmatic Framework Año de publicación: 2017 Autor corporativo: UNICEF Middle East and North Africa The MENA Life Skills and Citizenship Education (LSCE) Initiative represents a country and regional collaborative endeavour towards the achievement of the Sustainable Development Goal (SDG) 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It seeks to reformulate traditional understandings of life skills and citizenship education in the region, while recalling fundamental questions about the purpose and role of education in societal development that are relevant to the current context.The LSCE Initiative focuses on three inter-locking challenges:An elusive knowledge society, as a result of poor quality of education, low levels of learning outcomes, and limited equity and inclusion.Declining economic growth, as a result of a lack of employability skills, high youth unemployment rates, gender disparities in accessing the labour market, lack of job creation, and a weak business environment.Weak social cohesion, as a result of mounting violence and radicalization as well as weak civic engagement.