Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
2,646 resultados encontrados
Citizenship, identity and education: examining the public purposes of schools in an age of globalization Año de publicación: 2006 Autor: Fernando Reimers Autor corporativo: UNESCO International Bureau of Education (IBE) Educational institutions exist to achieve public purposes. One of those purposes is to develop citizenship. In the 21st century, citizenship includes global citizenship. In an era of globalization effective citizenship includes the knowledge, ability and disposition to engage peacefully and constructively across cultural differences for purposes of addressing personal and collective needs and of achieving sustainable human–environmental interactions, this requires internalizing global values. Addressing these challenges of globalization will require making citizenship education and the development of global values an explicit objective of efforts to improve quality throughout the world, critically examining theories and evidence about the effectiveness of various approaches to developing citizenship and global citizenship and supporting activities aligned with this public purpose. This public purpose should support the development of a political culture that fosters the rule of national and international law and respect of human rights, the development of understanding to support trade and economic and peaceful bilateral and international diplomacy as the preferred means to solve international disputes, the development of the capability to understand and address the serious environmental challenges facing humanity and to collaborate across national boundaries in the creation of sustainable forms of human–environmental interactions and in the development of the skills to promote rationality in deliberation and action, and to advance science and technology as means to improve human health and well-being. At present, however, many education systems and reforms are insufficiently focused on quality, or focus instead on a very narrow and self-referenced definition of quality. It is possible to educate people to understand and appreciate cultural differences and to understand and accept human rights in a framework of global values that includes compassion and caring, concern for others, respect and reciprocity. These values, dispositions, knowledge and skills can be developed in a range of institutions that societies have to pass on what they value to the young, and to re-create culture: families, religious institutions, the media, workplaces, political institutions and also schools. While there is no reason to assume that schools can be more effective in this task than any of these other institutions, they have greater potential to be aligned with transnational efforts to promote global civility. They are a public space, and consequently also a globally public space, in ways in which families and religious institutions are not. If schools actively engage in teaching hatred or intolerance, or if they fail to prepare students adequately for global civility, these failures can be noted by international institutions that can potentially mobilize resources to support national and local efforts to prepare students for global citizenship. There is not a similar network linking national and transnational institutions, public and private, governmental and non-governmental, that attends to the dynamics of families and other ‘‘private’’ spaces. Citoyenneté, identité et de l'éducation: l'examen des fins publiques des écoles à l'ère de la mondialisation Año de publicación: 2006 Autor: Fernando Reimers Autor corporativo: UNESCO International Bureau of Education (IBE) Les établissements d'enseignement existent pour parvenir à des fins publiques. L'un de ces objectifs est de développer la citoyenneté. Au 21e siècle, la citoyenneté comprend la citoyenneté mondiale. Dans une ère de mondialisation citoyenneté effective comprend les connaissances, la capacité et la disposition à engager pacifique et constructive entre les différences culturelles aux fins de répondre aux besoins personnels et collectifs et de réaliser des interactions humaines-environnementales durables, ce qui nécessite l'intériorisation des valeurs globales. Pour relever ces défis de la mondialisation, il faudra faire de l'éducation à la citoyenneté et le développement des valeurs mondiales un objectif explicite des efforts pour améliorer la qualité dans le monde entier, l'examen critique des théories et des preuves sur l'efficacité des différentes approches pour développer la citoyenneté et la citoyenneté mondiale et soutenir les activités alignées cet effet public. Cet objectif public devrait soutenir le développement d'une culture politique qui favorise la primauté du droit national et international et le respect des droits de l'homme, le développement de la compréhension pour soutenir le commerce et la diplomatie bilatérale et internationale économique et pacifique comme le moyen privilégié pour résoudre les conflits internationaux, le développement de la capacité à comprendre et à relever les défis environnementaux humanité face à de graves et de collaborer à travers les frontières nationales dans la création de formes durables d'interactions homme-environnement et dans le développement des compétences pour promouvoir la rationalité dans la délibération et de l'action, et de faire avancer la science et la technologie comme moyen d'améliorer la santé humaine et le bien-être. À l'heure actuelle, cependant, de nombreux systèmes d'éducation et les réformes ne sont pas suffisamment axées sur la qualité, ou se concentrent plutôt sur une définition très étroite et auto-référencé de la qualité. Il est possible d'éduquer les gens à comprendre et à apprécier les différences culturelles et à comprendre et à acept droits de l'homme dans un cadre de valeurs globales qui comprend la compassion et la compassion, le souci des autres, le respect et la réciprocité. Ces valeurs, les dispositions, les connaissances et les compétences peuvent être développées dans un éventail d'institutions que les sociétés doivent passer sur ce qu'ils apprécient le jeune, et de recréer la culture: les familles, les institutions religieuses, les médias, les milieux de travail, les institutions politiques et aussi écoles. Bien qu'il n'y ait aucune raison de supposer que les écoles peuvent être plus efficaces dans cette tâche que l'une de ces autres institutions, ils ont un plus grand potentiel pour être aligné avec les efforts transnationaux visant à promouvoir la civilité mondiale. Ils sont un espace public, et par conséquent aussi un espace public à l'échelle mondiale, dans les façons dont les familles et les institutions religieuses ne sont pas. Si les écoles participent activement à l'enseignement à la haine ou l'intolérance, ou si elles ne parviennent pas à préparer les étudiants de manière adéquate pour la civilité mondiale, ces échecs peuvent être notées par les institutions internationales qui peuvent potentiellement mobiliser des ressources pour soutenir les efforts nationaux et locaux pour préparer les élèves à la citoyenneté mondiale. Il n'y a pas un réseau similaire reliant les institutions nationales et transnationales, publiques et privées, gouvernementales et non-gouvernementales, qui assiste à la dynamique des familles et d'autres «espaces» «privés». The education we want: youth advocacy toolkit Año de publicación: 2015 Autor: James Edleston | Dan Smith, Sumaya Saluja | David Crone | Chernor Bah | Emily Laurie Autor corporativo: UN Global Education First Initiative - Youth Advocacy Group (YAG) | Plan | A World at School This toolkit is for anyone who believes passionately in the power of education as a force for good in the world and the right for all children to get a good quality education, no matter where they are and what the circumstances. We hope this toolkit will support you to carry out your own advocacy campaign. If you are just beginning to think about taking action on education, you can work your way through the toolkit from start to finish. But you can also dip in to pick up useful hints or activities to help you carry out your existing plans. We know this toolkit doesn’t cover everything you might need and we’ve tried to sign-post you to other resources where possible. Included in here are lots of real stories of change, led by young people, from all over the world. We hope they inspire you. The young global movement for education is growing, and you can be part of it. 
Religion and Belief Issues in the Countries of Central Asia (Kyrgyzstan, Kazakhstan, Uzbekistan, Tajikistan) and Russia in the Media; April 2016 - April 2017 Año de publicación: 2017 Autor: Evgeny Zavyalov Autor corporativo: Open Position (Kyrgyzstan) This publication is a review of news on religion and belief issues that appeared in the media from April 2016 to April 2017, in Central Asia (Kyrgyzstan, Kazakhstan, Uzbekistan, Tajikistan) and Russia. The materials included in the publication were distributed monthly on a newsletter including members of religious communities and experts working on issues of religion and belief. Вопросы религии и убеждений в странах Центральной Азии (Кыргызстан, Казахстан, Узбекистан, Таджикистан) и России в материалах СМИ. Апрель 2016 г. - апрель 2017 г. Año de publicación: 2017 Autor: Evgeny Zavyalov Autor corporativo: Open Position (Kyrgyzstan) Настоящее издание представляет собой обзор новостей по вопросам религии и убеждений, вышедших в СМИ в период с апреля 2016 по апрель 2017 года, по странам Центральной Азии (Кыргызстан, Казахстан, Узбекистан, Таджикистан) и России. Вошедшие в публикацию материалы ежемесячно рассылались по рассылке, включающей членов религиозных общин и экспертов, занимающихся вопросами религии и убеждений. 
Empowering Students for the Improvement of the World in 60 Lessons: Version 1.0 Año de publicación: 2017 Autor: Fernando Reimers Autor corporativo: Centro de Cooperación Regional para la Educación de Adultos en América Latina y el Caribe (CREFAL) This book presents tools for creating and adapting curriculum for Global Citizenship Education as well as a 60-lesson prototype for all grades, from 1th to 12th. Empoderar alumnos para la mejora del mundo en 60 lecciones: versión 1.0 Año de publicación: 2017 Autor: Fernando Reimers Autor corporativo: Centro de Cooperación Regional para la Educación de Adultos en América Latina y el Caribe (CREFAL) En este libro se presentan herramientas para crear y adaptar currículos de Educación para la Ciudadanía Global, así como u prototipo de 60 lecciones para todos los grados, desde primero hasta 12. 
Programa Mundial para Educação em Direitos Humanos: terceira fase, plano de ação Año de publicación: 2015 Autor corporativo: 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. 
Education: global citizenship education in context Autor corporativo: Global Hive In a fast-changing and globalized reality, there are many who believe that education can, and should, help young people to meet the challenges they will confront now and in the future, and that educating for global citizenship is now more important and urgent than ever before. Upon reflection back over this decade of work, however, there is an indication that not a lot of progress has been made in expanding education for global citizenship (Schulz, 2007; Canadian Council for International Cooperation, 2004). In the early 1990s, with the financial assistance of the Canadian International Development Agency and inspired by visions of global solidarity, Canadian schools and community organizations joined together in efforts to educate students on global society, though since then funding has been cut drastically, and coordinated efforts across sectors have decreased, as schools and NGOs face their own budget cuts. In a recent poll conducted by VisionCritical and the Inter-Council Network of Provincial and Regional Councils for Global Cooperation, it was found that one third of Canadians rank global poverty (hunger in the world) among the first, second and third most concerning issues to them globally. Moreover, the majority of Canadians believe there is a human rights obligation to reduce global poverty, and believe there are significant benefits to doing so, including improving Canada’s international reputation, reducing global conflict, and reducing risks of pandemics. Global Citizenship Education is essential for the following reasons: Education for Global Citizenship gives young people access to the knowledge, understanding, skills, and values that they need to participate fully in ensuring their own and others’ well-being, and to make a positive contribution both locally and globally. Global Citizenship Education involves children and youth fully in their own learning through the use of a range of activities and participatory learning methods. This engages the learner, but also develops confidence, self-esteem, and skills of critical thinking, communication, cooperation and conflict resolution. Current use of the world’s resources is inequitable and unsustainable. As the gap between the rich and the poor widens, poverty continues to deny millions of people around the world their basic human rights. Education is a powerful tool for changing the world because tomorrow’s adults are the children and youth we are educating today. For teachers interested in promoting global citizenship, the next and most immediate question is how: How can I integrate and teach global citizenship education when I have so many other pressing curriculum requirements to get through with my students? How does Global Citizenship Education relate to English Language Arts or Physical Education? This toolkit seeks to provide information on how global citizenship education can be integrated into many areas of the curriculum, offer some tools and methods by which to do so, and present some illustrative case studies to provide inspiration and guidance. 
글로컬 세계시민역량 측정 도구 개발에 관한 연구 Año de publicación: 2020 Autor: 이병하 | 장훈 | 강신구 | 구본상 | 김동현 | 이현숙 Autor corporativo: 서울특별시교육청 교육연구정보원 본 자료는 글로컬 세계시민역량 개념을 정의하고 지표를 제시하며 글로컬 세계시민역량을 측정하기 위한 도구 개발을 제안하기 위한 연구보고서이다. 서울특별시교육청교육연구정보원이(가) 창작한 [서교연2019-39]2019 위탁연구(글로컬 세계시민역량 측정 도구 개발에 관한 연구) 최종보고서 저작물은 "공공누리 제4유형(출처표시-상업적 이용금지-변경금지)" 조건에 따라 이용 할 수 있습니다.