Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
2,661 resultados encontrados
Global Citizenship Concepts in the Curricula of Four Countries Año de publicación: 2017 Autor: Natalie Browes Autor corporativo: UNESCO International Bureau of Education (IBE) | APCEIU This report details the presence of Global Citizenship Education (GCED) concepts in the education systems of four countries: Cambodia, Colombia, Mongolia and Uganda. It highlights the main findings of eight reports: four expert reports, which predominately analyse curriculum content, and four situational analysis reports, which take a broader view and detail some of the country-specific challenges and opportunities with regard to GCED. Findings reveal the presence of GCED concepts across the curricula of the four countries. In addition to cognitive content related to GCED, competency-based content is also found present within the curricula of these countries. However, the majority of this content can only be indirectly linked to GCED, and it is better interpreted as part of the more traditional civics or citizenship education approach. As such, it generally lacks a global perspective and does not engage with all key themes of GCED. Furthermore, this content is often concentrated at the lower and upper secondary levels, instead of being equally distributed across all grade levels. This is particularly true in the case of behaviour-based competencies. Findings also reveal challenges beyond the curriculum. These include lack of teacher training and lack of support to implement GCED, which are concerns expressed by stakeholders in all four countries. A lack of GCED content in textbooks and lack of supplementary materials were also found to be issues. The report concludes with recommendations regarding the effective implementation of GCED within curricula. Among others, the report suggests the transversal integration of GCED - across the curriculum at all grade levels, while at the same time, actors from all levels of the education system, ranging from central government to teachers, should be engaged to ensure the use of complementary learning materials, pedagogies and assessment techniques. 
생각하고 공감하고 행동하는 세계시민 모여라: 학생용 워크북 Año de publicación: 2017 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 유네스코 아시아태평양 국제이해교육원이 출간한 “생각하고 공감하고 행동하는 세계시민 모여라”는 학생용 워크북과 교사용 지도서로 구성되어있다. 이 도서는 워크북의 특성에 걸맞게 흥미롭고 다양한 활동으로 구성되어 생각, 공감, 행동의 단계를 강화시키는 데 중점을 두고 있다. 워크북 활동을 통해 학습자는 즐기며 자연스럽게 세계시민으로서의 역량을 기를 수 있다. 이 워크북의 주된 학습 대상은 초등학교 고학년부터 중학생이지만 특정 학년의 교과과정에 초점을 두어 제작된 워크북이 아니므로 교사의 재량 및 학생의 학습 수준에 따라 급별에 상관없이 수업보조자료로 활용될 수 있다. 비영리적 목적에 한하여 아래 첨부된 PDF버전을 다운로드하여 활용이 가능하다. <목차>01_나도 세계시민일까? - 유네스코 아태교육원02_내 안에 내가 여러 명이 있다고? - 박서연 (국제앰네스티 한국지부)03_다른 것이 틀린 것은 아니구나! - 박서연 (국제앰네스티 한국지부)04_아하! 평화와 공존의 비밀 - 문아영 (피스모모)05_샴푸를 쓸수록 숲이 사라진다고? - 공윤희 (세계시민교육 보니따)06_윤리적 소비로 나도 세계시민! - 김원섭, 김성훈 (아름다운가게) 
생각하고 공감하고 행동하는 세계시민 모여라: 교사용 지도서 Año de publicación: 2017 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 유네스코 아시아태평양 국제이해교육원이 출간한 “생각하고 공감하고 행동하는 세계시민 모여라”는 학생용 워크북과 교사용 지도서로 구성되어있다. 이 도서는 워크북의 특성에 걸맞게 흥미롭고 다양한 활동으로 구성되어 생각, 공감, 행동의 단계를 강화시키는 데 중점을 두고 있다. 워크북 활동을 통해 학습자는 즐기며 자연스럽게 세계시민으로서의 역량을 기를 수 있다. 이 워크북의 주된 학습 대상은 초등학교 고학년부터 중학생이지만 특정 학년의 교과과정에 초점을 두어 제작된 워크북이 아니므로 교사의 재량 및 학생의 학습 수준에 따라 급별에 상관없이 수업보조 자료로 활용될 수 있다. 비영리적 목적에 한하여 아래 첨부된 PDF버전을 다운로드하여 활용이 가능하다. <목차>발간사워크북 활용법01_나도 세계시민일까? - 유네스코 아태교육원02_내 안에 내가 여러 명이 있다고? - 박서연 (국제앰네스티 한국지부)03_다른 것이 틀린 것은 아니구나! - 박서연 (국제앰네스티 한국지부)04_아하! 평화와 공존의 비밀 - 문아영 (피스모모)05_샴푸를 쓸수록 숲이 사라진다고? - 공윤희 (세계시민교육 보니따)06_윤리적 소비로 나도 세계시민! - 김원섭, 김성훈 (아름다운가게) 
세계시민교육 국내 이행현황 연구보고서: 유·초중등학교 교육과정을 중심으로 Año de publicación: 2018 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 “세계시민교육 국내 이행현황 연구보고서 - 유·초중등학교 교육과정을 중심으로”가 발간되었다. 본 연구보고서는 세계시민교육의 실행과 성과에 대한 국가 수준의 모니터링 및 평가 연구가 희소하다는 문제의식에 기초하여 작성된 결과물이다. 특히, 국내 17개 시·도교육청 산하 유치원, 초·중·고등학교 교육과정 활동에서 세계시민의 개념이 어떻게 반영 및 실행되고 있는지를 살펴보기 위하여 탐색적 연구를 설계하고 관련 자료 조사를 실시하는데 주안점을 두었다. 또한 연구조사 결과를 토대로 동 보고서는 향후 세계시민교육이 교육현장에서 보다 명확하게 이행되고 확산될 수 있도록 하는 정책적 제언도 담고 있다. 
SDG 4.7: 세계시민교육 지표수립을 위한 기초연구 Año de publicación: 2018 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 “SDG 4.7 세계시민교육 지표수립을 위한 기초연구 보고서”가 발간되었다. 본 연구보고서는 국제적으로 합의된 글로벌 지표의 부재로 현재까지 정의가 완료되지 않은 지속가능발전목표 (SDG) 4.7 지표 개발을 위한 기초 연구이다. 즉, 동 보고서는 세계시민교육 및 SDG 4.7 지표에 관한 기존의 국내·외 연구결과를 종합적으로 검토하여 글로벌 지표에 관한 주요 논의를 정리하고, 국내 지표 개발을 위한 함의를 도출하는 데에 목적을 두고 있다. 이를 위하여 유네스코 통계원 (UIS)의 최신 SDG 4.7.1 메타데이터 연구와 국내·외 연구결과에 기초하여 국내에서 활용할 수 있는 정보와 데이터를 검토하고 있다. 
EIU Best Practices Series No. 47: Building Zones of Peace: Peace Education Programme; A Case from Costa Rica Año de publicación: 2018 Autor corporativo: APCEIU Building Zones of Peace (BZP) is a non-formal peace and global citizen education programme created to promote peace and prevent violence in vulnerable urban communities in Costa Rica. The programme aims to encourage participants to develop a critical view of their contexts and explore different ways of taking action to transform the world we live in, and by recognizing how individual and collective efforts have a positive and direct impact in our personal, family and community spheres as well as nationally and globally.In 2017, BZP was conducted to a group of secondary education students ages 13 to 17. This year (2018), participants are young women, ages 18 to 22, all of the mothers who live in extreme poverty. These women have been selected by a governmental office whose aim is to reduce poverty by empowering them. Several resources and networks of support have been created in different areas such as health, employment, childcare and education to achieve this goal. In this sense, our programme was chosen to contribute significantly in this process. 
EIU Best Practices Series No. 48: Youth-Led Action Research of Transformation; A Case from India Año de publicación: 2018 Autor corporativo: APCEIU This action research project is about the education for livelihood and life skills of marginalized young girls. This project was based from my experience in the Youth-Led Action Research Project organized by ASPBAE and UNESCO Institute of Lifelong Learning (UIL), which gradually led to the conception of the present action research project for the empowerment of the marginalized rural girls suppressed by patriarchal social systems. The Shodhinis are the subjects and objects of this action research. A hundred girls from ten villages conducted action research on the topics of gender, education, livelihood and life skills to young marginalized young girls aged between 14 to 25 years old in their respective communities. The Shodhinis discovered the joys of learning as they took positive steps in discovering and empowering themselves. The research enabled them to conduct various research methods like census and in-depth surveys of their fellow girls in their villages. As part of the research process, the girls also drew up a community map to understand their village. The relevance of this project to GCED values cannot be overemphasized especially in developing the cognitive, emotional and the behavioral dimensions of the girls themselves.This project not only focuses on analyzing the findings derived from the gathered data but also on generating action based on the data. It helped improve the way Shodhinis looked at themselves, their families, and their communities, inspiring them to become agents of change in their own lives as well as those of other girls in their villages. By amplifying their voices and opinions in the decision making processes at the family and community levels – for instance, by lobbying for the construction of libraries – the Shodhinis were able to demonstrate their leadership skills in shaping the development of their villages, thereby enhancing their dignity and self-worth. 
EIU Best Practices Series No. 49: GCED for Social Justice and Development; A Case from Uganda Año de publicación: 2018 Autor corporativo: APCEIU Creating a peaceful, trusting and supportive learning environment is a strong driver for a nation’s sustainable development. Any society whose citizens have no cognitive, socio-emotional and behavioral values like respect for self and humanity, is doomed for chaos. The concepts of Education for International Understanding(EIU) and Global Citizenship Education(GCED) in this programme emerge from the need for harmonious living in the society. Sustainable human and economic development is built upon the successful dissemination and implementation of EIU/GCED practices. To understand this better, let’s use the analogy of a bird that gains its momentum to fly from its feet, lungs and wings.The contributor uses this analogy to illustrate that EIU/GCED is the foundation that exerts momentum for social development.The contributor saw it necessary that for any sustainable development to flourish in Ugandan society, pragmatic values have to be perfectly blended with public awareness for they serve as the foundation of all economic, social, cultural and political efforts. The national value system should be based on a strong foundation on which all national efforts are rooted. The social aspirations of the citizens should be the ones that propel development needs and national priorities.To effect sustainable development, we need to see schools as strategic intervention points. Recent times have, however, witnessed that the level of discipline and value inculcation gradually declined to near extinction. The distortion of the social setting that inculcated the ethical values in the young generation has called for a need to remedy the gap. The EIU/GCED is strategically tailored to inculcate Table of Contents moral principles and values in the children through the direct contact and support of the teachers of Early Childhood Development (ECD), both primary and postprimary levels.The Nakaseke Core Primary Teachers’ College (PTC) is mandated to mainstream and promote the social uprightness of the community being a primary stakeholder in the integration of EIU/GCED in the Ugandan Primary Schools (PS) and Primary Teachers Education (PTE) Curriculum. Consequently, the training programmes were designed to enhance the capacity of PTC’s administrators, tutors and support staff, pre-service student teachers, district education officers and primary school teachers to inculcate the EIU/GCED moral values and principles among the learners. Students are then expected to apply EIU/GCED principles to their families and communities, and uphold the values of integrity, honesty, justice, responsibility, respect for humanity, hard work, unity and creativity. 
A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea Año de publicación: 2019 Autor corporativo: APCEIU The Asia-Pacific Centre of Education for International Understanding published a report titled "A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea". In the recognition of the need for an analysis on the status of implementation for the effective and systematic implementation of Global Citizenship Education (GCED) in the Republic of Korea, APCEIU conducted a study on the status of the implementation of GCED embedded in the curriculum of primary and secondary schools in 2018. As a follow-up study, this research paper examines the practice of civic education in the field of lifelong learning for adults and the formation, status and implementation process of GCED in which it appears and explores the potential for activation. 
Addressing Hate Speech and Racial Discrimination through Education (SangSaeng no.57, 2021) Año de publicación: 2023 Autor corporativo: APCEIU Today, humanity is faced with various multifaceted challenges such as climate change, increasing inequality, hate speech and racial discrimination. Moreover, the COVID-19 pandemic has crudely manifested those problems and further highlighted the acute need for concerted efforts to address them. In this context, SangSaeng No. 57 focuses on “Addressing Hate Speech and Racial Discrimination through Education” to provide readers with opportunities to reflect on these salient issues. Contents 03 Editor’s Note 04 Special ColumnFrom Hatred to Reconciliation - Learning from Rwanda / Freddy Mutanguha 08 FOCUS: Addressing Hate Speech and Racial Discrimination through Education08 Confronting Hate Speech - Thoughts, Challenges, Proposals from Educational Perspective / Gabriela Martini Armengol12 Missing Link in Global Citizenship Education – Taking into Account Identities, Alterities and Citizenships Hurt by Systemic and Chronic Racism / Gina Thesee16 Moving from Hate and Discrimination to Greater Humanity – Increasing Need for Empathy Education / Pat Dolan19 But What Can I Do? - Educational Responses to Hate Speech / Felisa Tibbitts 23 Best Practices23 Learning Democracy at Utoya - Young People’s Response to Hate and Extremism / Ingrid Aspelund26 Combatting Hate Speech – Experiences and Lessons from South Sudan / Marina Modi 29 Special Report29 Setting out Priorities for Addressing Hate Speech Through Educationt - Highlights of the Multi-Stakeholder Forum and Global Education Ministers Conference on Addressing Hate Speech through Education / UNESCO 32 Call for Global Action towards Transforming the World through Education - Highlights of the 5th UNESCO Forum on Transformative Education / APCEIU and UNESCO 35 Story TimeGrandfather’s Funeral / Sudipa Charkraverty 38 Peace in My MemoryPeace Turned into Pain / An anonymous contributor from Afghanistan 42 Understanding the Asia and the PacificMha Puja, Practicing Respect / Sharareh Bajracharya and Sanjeev Maharjan 45 Youth Network Youth Tackling Hate Speech and Racial Discrimination / GCED Youth Network Core Team 48 LetterReflections on Hate Speech and GCED / Sengpapah Holanouphab 50 APCEIU in Action