Recursos
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1,172 resultados encontrados
In the Age of Lifelong Education, a Study on the Meaning of Teachers: Focused on the Plato’s Thought (The Journal of Korean Teacher Education; Vol. 36, No. 3) Año de publicación: 2019 Autor: 허지숙 Autor corporativo: 한국교원교육학회 The purpose of this study is to explore the essential meaning and role of teachers through Plato's educational thought. For this purpose, based on the four principles of UNESCO Lifelong Education, we examine how changes in and out of school and the role of teachers are required. Then, after reviewing Sophist, Socrates, Plato's Philosopher, and the metaphors of Cave from Plato's point of view, it reveals what meaning and value of the teacher image presented by Plato in today's lifelong education.Research shows that the role of teachers in the age of lifelong education is becoming more and more important, but this does not mean simply changing roles as guides and advisors. the changed face of the teacher is an ethical trainer to enrich their lives from a knowledge transferer, a collaborative learner through conversations and discussions outside the teacher-student relationship, a practitioner of inclusive teaching among learning alienation, learning inequality, a teacher as a lifelong learner who loves wisdom. This suggests implications for teachers 'new possibilities and meanings beyond the existing teacher' s role in the fall of the ruling right and the right of learning. 
Centros educativos transformadores: Ciudadanía global y transformación social Año de publicación: 2013 Autor: Rodrigo Barahona | Joan Gratacós | Gotzón Quintana Autor corporativo: Oxfam Intermón | Agencia Española de Cooperación Internacional para el Desarrollo (AECID) Esta publicación de Oxfam Intermón parte de un proceso de investigación-acción participativa desarrollado en el seno de la comisión estratégica y de la Red de educadores y educadoras para una ciudadanía global. La pregunta que guía este proceso es: ¿qué prácticas debe tener un centro educativo para ser generador de transformación social en clave de ciudadanía global? 
تعليم الفنون لأطفال العالم العربى وسيط للتنمية ومحور التفاهم الدولى : أغنية الطفل Año de publicación: 2014 Autor: Amal Sadiq Autor corporativo: Arab Council for Childhood and Development (ACCD) تركز الورقة على التربية الفنية والموسيقى في الوطن العربي وصلتها بالتنمية. تتناول الورقة فهمًا نقديًا لكيفية تعليم الموسيقى والفن للأطفال من أجل التفاهم الدولي. Arts Education for the Children of the Arab World as a Mediator for Development and the Axis of International Understanding: The Child's Song Año de publicación: 2014 Autor: Amal Sadiq Autor corporativo: Arab Council for Childhood and Development (ACCD) This paper focuses on art education and music in the Arab world and its link to development. The paper goes on critical understanding on how music and art can educate children for international understanding. 
تطوير سياسات التعليم والتدريب لتعليم الكبار من أجل تنمية مستدامة: دراسة حالة دولة الكويت Año de publicación: 2017 Autor: Sabika Hussain Bursli Autor corporativo: Tanta University في هذه المقالة ، يعرض المؤلف حالة الكويت فيما يتعلق بتعليم الكبار. يحلل المقال السياسات الكويتية الحالية المتعلقة بتعليم الكبار في ضوء متطلبات التنمية المستدامة. Developing Adult Education and Training Policies for Sustainable Development: A Case Study of the State of Kuwait Año de publicación: 2017 Autor: Sabika Hussain Bursli Autor corporativo: Tanta University In this article, the author presents the case of Kuwait in relation to adult education. The article analyzes the current Kuwaiti policies related adult education in light of sustainable development requirements. 
Promoting Quality in TVET Using Technology: A Practical Guide Año de publicación: 2020 Autor corporativo: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digital rich environments. Learners can also use technology to learn new skills and to collaborate and interact with teachers and trainers. The COVID-19 pandemic has however underlined the current difficulties in effectively integrating technologies in the delivery of education and training. Institutions need to make constant assessments of their capacity and readiness to provide technology-rich environment for learning. At the same time, teachers’ and trainers’ readiness is also of particular importance to adopt appropriate pedagogic approaches with technology. This practical guide addresses institutions and teachers and trainers. It helps TVET institutions to understand the organizational plans to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice. By showing how technology is used in an integrated instruction model and providing helpful resources, this guide helps teachers and trainers to effectively plan their own tasks and delivery of instruction with the right technology tools. 
Schooling Disrupted, Schooling Rethought: How the Covid-19 Pandemic is Changing Education Año de publicación: 2020 Autor: Fernando Reimers | Andreas Schleicher Autor corporativo: Organisation for Economic Co-operation and Development (OECD) This report looks at how the Covid-19 pandemic is changing education and is based on a survey conducted between 25 April and 7 May 2020 that received responses from government officials, education administrators, teachers, and school administrators in 59 countries. 
Inquiry into practice: learning and teaching global matters in local classrooms Año de publicación: 2014 Autor: David Montemurro | Mira Gambhir | Mark Evans | Kathryn Broad Autor corporativo: University of Toronto. Ontario Institute for Studies in Education This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and schoolwide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.The first section, Educator Perspectives, provides insights from a range of university scholars and fieldbased leaders who, in multiple and distinct ways, have made learning and teaching about global matters in local classrooms a core feature of their work. Each was invited to comment on purposes, opportunities, and challenges related to infusing global and international dimensions into teaching and learning. Therefore, this section offers both contrasting conceptual perspectives and concrete suggestions that can impress the reader with a sense of urgency, critique, hope, and challenge when engaging in the complex and shifting work of teaching and learning about global matters.The second section, Inquiry into Practice, presents the 11 school-based and university-linked professional inquiries undertaken over a two-year period. The inquiries focus on a range of topics including critical global citizenship, the use of children’s literature to develop students’ understanding of sustainability in science education, and the refugee experience in personal and global understanding of “home.” The inquiries were carried out mostly with OISE partner schools and districts located in the city of Toronto and the GTA (regional municipalities including Durham, Halton, Peel, and York). This region of Canada provides a distinctly international, diverse context for this type of study. Local schools and districts linked with OISE’s Initial Teacher Education program have become sites of fascinating explorations into the possibilities of learning and teaching in pluralist contexts. The collection of inquiries in this publication speaks to the process of crossing borders demarcated by tangibles such as regions, nationalities, citizenship, and also by less tangible mindsets, identities, beliefs, and understandings. The voices across the project represent stakeholders in education: including voices of youth, beginning and experienced teachers, administrators, and researchers.The Resources section provides an annotated bibliography of print, media, and web resources to support those interested in teaching with global perspectives in mind. Recommended by project leaders and participants, by the authors, and by experts with various lenses, these resources are offered as a means to extend the exploration of the topics, ideas, and questions posed throughout the publication. 
UNESCO GCED eNewsletter Issue 2 Año de publicación: 2015 Autor corporativo: UNESCO Featuring:Taking Global Citizenship Education a step furtherGCED endorsed as target of the education SDG at the United Nations SummitGCED: Topics and Learning ObjectivesEDD event: UNESCO-UNRWA session on GCEDCapacity-building workshops-providing assistance for GCED implementationGCED for West African countries – building on peace and human rights educationTool for writing textbooks free of prejudiceOrientation and Capacity Building on GCED for Latin American and Caribbean countriesKey tweetsUpcoming events