Recursos
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القضاء على التمييز العنصري والكراهية العنصرية والجرائم الناجمة عن الكراهية العنصرية في العالم Año de publicación: 2019 Autor corporativo: UNESCO تؤكد الوثيقة أنأشكالالتمييز العنصري والتحريض على الكراهية العنصرية والجرائم الناجمة عن الكراهية العنصرية تمثلًﺗﻬديدالكلالشعوب واﻟﻤﺠتمع الدوليبرمتهطلب ُ. ومن هذا المنطلق، يمن المديرة العامة تعزيز مساهمة اليونسكو الجوهرية في مكافحة العنصرية والتمييز العنصريوكراهية الأجانبان دور ّوما يتعلق ﺑﻬا من تعصب، وموافاة اﻟﻤﺠلس التنفيذي، إبته العاشرة بعد المائتين، بمعلوماتعن التقدم المحرز في هذا الصدد. 
Social Contract Pedagogy: A Dialogical and Deliberative Model for Global Citizenship Education (Background paper for the Futures of Education initiative) Año de publicación: 2020 Autor: Richard Desjardins | Carlos Alberto Torres | Susan Wiksten Autor corporativo: UNESCO We propose that together Social Contract Pedagogy (SCP) and Global Citizenship Education (GCE) offer a comprehensive vision including key principles and core elements that are important for rethinking education and shaping the future of the world. We introduce the novel concept of Social Contract Pedagogy (SCP) as a means to adapt the social contract in liberal democracies which has been (conceptually) located at the level of the state, to the level of the classroom and other pedagogically relevant contexts. A key feature of this pedagogy is the negotiation of values and norms in ways that maintain cohesion and inclusion and avoids too much power in the hands of sectarian extremes (of any kind) which tend to impose their views on others, oppress and exclude. This includes using fake news, denying scientific debates and/or any extremely politicized interpretations of evidence and facts to obfuscate or deny consequences of individual and group choices and behavior, but also ‘othering’ of any kind whether from the political right or the political left. In our view, this is an essential premise for the education of democratic citizens. Citizenship education of this kind is seen as essential for the survival and growth of liberal democracies in the future. 
Всемирный доклад по мониторингу образования 2021 г. : для всех означает для всех инклюзивность и образование; центральная и восточная европа,кавказ и средняя азия Año de publicación: 2021 Autor corporativo: Global Education Monitoring Report Team | European Agency for Special Needs and Inclusive Education | Network of Education Policy Centers В этом докладе описана огромная и географически разнородная территория, которую объединили в один регион схожие образовательные системыи подходы, сформированные во второй половине 20 века в рамках государственного социализма. Образование было доступно, гендерное неравенство и неравенство, связанное с местом проживания, было искоренено. Но образовательные системы подвергали дискриминации детей с особыми потребностями, которые посещали специальные школы. Это решение ошибочно считалось эффективным: ученики разделялись по типу инвалидности, а некоторые из них полностью исключались из системы образования.Начиная с 1989 года, регион старается преодолеть это тяжелое наследие и перейти к инклюзивному образованию, основанному на правах человека, подходу, который часто поддерживается международными организациями. В законодательство и образовательную политику было включено более широкое понимание инклюзии. Педагогическое образование и программы повышения квалификации учителей были пересмотрены и реструктурированы. Тем не менее, прогресс неравномерен. Многие изменения произошли на бумаге, в то время как глубинные убеждения и реальная практика практически не изменились. В то же время образовательные системы пытаются преодолеть негативные последствия политического и экономического кризисов, которые углубили неравенство и усилили социальную напряженность. Такие факторы как гендер, удаленное место проживания, бедность, этническая принадлежность, язык, миграция, принадлежность к числу перемещенных лиц, тюремное заключение, сексуальная ориентация, гендерная идентичность и религиозные и другие убеждения связаны с неравенством образовательных возможностей.Составленный группой по подготовке Всемирного доклада по мониторингу образования, в партнерстве с Европейским агентством по специальным потребностям и инклюзивному образованию и Сетью центров образовательной политики, этот доклад содержит подробные описания 30 образовательных систем региона. В докладе также представлены дополнительные риски для инклюзии, возникшие в результате пандемии COVID-19. Основываясь на Всемирном докладе ЮНЕСКО по мониторингу образования, этот документ фиксирует барьеры, с которыми сталкиваются учащиеся. Рекомендации, данные в докладе, предлагают систему для выявления и устранения этих барьеров, в основе которой лежит принцип «каждый ученик важен и важен одинаково». 
Humanistic Futures of Learning: Perspectives from UNESCO Chairs and UNITWIN Networks Año de publicación: 2020 Autor corporativo: UNESCO UNESCO’s Futures of Education initiative aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty and precarity. This publication presents the first curated input to the Futures of Education initiative from the UNITWIN/UNESCO Chairs Programme, which now represents an extensive global network of more than 800 higher education institutions in over 115 countries. It features think pieces that highlight key dimensions to be considered in re-visioning and re-purposing education for the future of humanity and the planet. The collection of the pieces calls for greater focus on a number of critical areas such as: The role of culture in strengthening social and environmental sustainability; the values and attitudes that are needed to shape future generations; the importance of both robust public education, as well as of other learning spaces; the need to strengthen human creativity and capability in the digital era, as well as the role of higher education in generating the knowledge and driving the innovation required to transform our world. 
Do You Speak MIL?: Media and Information Literacy; A Handbook for Jordanian CSOs Año de publicación: 2020 Autor: Milica Pesic | Lucien Michael Steinberg | Anoud Al-Zou’bi Autor corporativo: Media Diversity Institute | UNESCO | UN. Office of Counter-Terrorism (UNOCT) The aim of this publication is to provide civil society organizations (CSOs) with practical and effective tool that can help CSOs to champion and adopt MIL within their own training programs. Each chapter is divided into three sections: a technical introduction on the topic, recommended questions, and practical examples and scenarios to be used by the trainers. 
서울 세계시민교육 이행현황 및 향후 추진 과제 연구 Año de publicación: 2021 Autor: 김동택 | 서용덕 | 고선규 | 김지영 | 임재민 | 장경원 | 홍윤빈 Autor corporativo: 서울특별시교육청 교육연구정보원 이 연구는 서울시 교육청이 추진하고 있는 세계시민교육 이행 현황을 객관지표와 주관지표를 통해 분석하고 이를 바탕으로 향후 추진되어야 할 정책 과제들(협업체계, 교육 내실화, 내용·동력·변인, 데이터 축적 및 활동 플랫폼 구축 등)을 연구하는 데 목적이 있다. 이를 위하여 2015년부 터 시작되어 현재까지 진행된 세계시민교육의 성과를 확인하기 위해 객관 지표와 주관지표를 점검하였으며, 여기서 나타난 결과들을 바탕으로 앞으 로의 정책 방향을 설정하기 위해 정책 제안을 시도하였다. 서울특별시교육청교육연구정보원이(가) 창작한 서교연 2020-33 위탁연구(서울 세계시민교육 이행현황 및 향후 추진 과제 연구) 최종보고서 저작물은 "공공누리 제4유형(출처표시-상업적 이용금지-변경금지)" 조건에 따라 이용 할 수 있습니다. 
문화다양성협약 국내 이행을 위한 논의: 유튜브에서 AI까지, 21세기 한국에서의 문화다양성 Año de publicación: 2020 Autor: 김재인 | 염신규 | 이광석 | 이동연 | 이상욱 | 홍성수 | 황승흠 Autor corporativo: 대한민국 문화체육관광부 | 유네스코한국위원회 | 한국문화예술위원회 「문화다양성협약 국내 이행을 위한 논의 - 유튜브에서 AI까지, 21세기 한국에서의 문화다양성」는 모두 세 차례에 걸쳐 진행된 전문가회의에서 각 분야 전문가들이 발표하고 토론한 내용을 담은 종합보고서입니다. 올해는 문화다양성협약의 이행과 관련된 이슈들 중 특히 디지털플랫폼의 급부상, 인공지능 기술의 급격한 발달에 초점을 두어 논의하는 한편, 우리들의 일상을 송두리째 바꿔놓은 코로나19가 낳은 불안과 공포, 이로 인한 적대감이 초래한 소외와 고립, 혐오와 갈등의 문제를 짚어보았습니다. 전문가회의에서 나온 전문가들의 진단과 논의가 앞으로 한국사회에서 문화다양성협약 이행 관련 의제를 주도하는 데 있어서 필요한 비전과 전략 수립에도 기여하기를 기대합니다. 
Raise Your Voice With Malala: A Guide to Taking Action for Girls’ Education Año de publicación: 2018 Autor: Emily Laurie | Eleanor Gall Autor corporativo: Malala Fund This guide gives young activists the tools to raise their voices and make change happen. Girls around the world are standing up in support of their out-of-school sisters and fighting to see every girl complete 12 years of free, safe, quality education. By taking action in their communities, girls can contribute to the peace and prosperity of our entire world. The guide includes real stories about girls around the world working to make sure all girls have the opportunity to go to school. 
온라인 허위정보와 뉴스 미디어 Año de publicación: 2020 Autor: 박아란, 이나연, 오현경 Autor corporativo: 한국언론진흥재단 본 연구에서는 코로나19 사태 등 최근 국내외에서 발생한 주요 사안들과 관련하여 유포되고 있는 허위정보와 가짜뉴스의 사례와 개념 등을 정리하고 각국의 대응방안에 대해 조사하는 것을 목표로 한다. 특히 현재 진행 중인 코로나19 사태는 전 세계적으로 관심이 집중되고 있는 사안이니만큼 코로나19와 관련된 허위정보의 확산 및 피해 사례들을 중점적으로 살펴보고, 최근 선거를 치르거나 앞두고 있는 국가들의 사례를 통해 선거 관련 허위조작정보 문제에 대해서도 살펴봄으로써 사회적 혼란을 가져오고 불신을 양산하는 허위정보 문제에 효과적으로 대응할 수 있는 방안을 모색하고자 한다. 
GCED Meets Teachers: GCED Teacher Workshop Guidebook Año de publicación: 2015 Autor corporativo: APCEIU APCEIU published the GCED teacher workshop guidebook “GCED meets teachers.” This guidebook will be used at GCED workshops for teachers of 17 metropolitan and provincial offices of education carried out by GCED Lead teachers. The contents include the concept and the background of GCED, main contents, implementing methods at school. This GCED workshop manual provides teachers with opportunities to search for the ways to implement GCED at the schools, experience learning methods, and understand the main issues and themes of GCED through workshops. This guidebook is composed of 7 workshop sessions(refer to list below). Teachers and teacher educators planning GCED workshop can use this guidebook which includes the contents of the sessions, consultation to help plan and implement workshops based on participation and communication of the participants. “Global Citizenship Education meets teachers” GuidebookSession 1. Importance of World Education Forum and Global Citizenship EducationSession 2. Concept of GCED and its backgroundSession 3. Learning the contents and the theme of GCEDSession 4. Understanding the complexity and interrelationship of the issuesSession 5. Discussion class for cooperative communicationSession 6. Implementing GCED through Project Based LearningSession 7. Setting GCED action plans