Ressources
Explorez une large gamme de ressources sur le GCED afin d’approfondir votre compréhension et de renforcer vos activités de recherche, de plaidoyer, d’enseignement et d’apprentissage.
87 résultats trouvés
Global Citizenship Education: A Handbook for Parents, Community and Learners in Asia-Pacific Année de publication: 2023 Auteur: Darla K. Deardorff | Seek Ling Tan Auteur institutionnel: UNESCO Bangkok | APCEIU This handbook aspires to engage and involve parents, caregivers and the community to join the mission of developing every learner into a global citizen. To achieve this, parents, caregivers and the community will need to be empowered with the necessary GCED knowledge and skills too. In this handbook, GCED related concepts are introduced, alongside adaptable step-by-step action plans and best practices collected across the Asia-Pacific region to support parents and the community to take action in developing GCED competences in learners. 
Assessment of Transversal Competencies: Current Tools in the Asian Region Année de publication: 2019 Auteur: Esther Care | Alvin Vista | Helyn Kim Auteur institutionnel: UNESCO Bangkok | Brookings Institution UNESCO’s Asia-Pacific Regional Bureau for Education has been working on education quality under the name of ‘transversal competencies’ (TVC) since 2013. Many of these competencies have been included in national education policy and curricula of countries in the region, but now the importance accorded them is increasingly gaining attention. As policy makers increasingly require their systems to provide evidence of 21st century skills acquired by their learners, implementation challenges highlight the need for a stronger alignment between curricula, pedagogy and learning assessments. UNESCO Bangkok’s Network on Education Quality Monitoring in the Asia Pacific (NEQMAP) undertook this regional study to examine components within countries’ learning assessments that show how these apply to and can measure transversal competencies. This report provides valuable information on how learning assessments are already capturing TVC and is useful for a broad range of education stakeholders, not only test developers, but also curriculum developers, teacher trainers and teachers. Particularly important is the need to align these skills and competencies across the entire education system. 
Blended learning for quality higher education: selected case studies on implementation from Asia-Pacific Année de publication: 2016 Auteur: Lim, Cher Ping | Wang Libing Auteur institutionnel: UNESCO Bangkok Together with The Education University of Hong Kong, UNESCO Bangkok gathered experts from higher education institutions in the Asia-Pacific region to explore the potential of blended learning, including its impact on the role of teachers, the relationship between teachers and students, and the nature of educational institutions themselves. Issues about the quality of education are at the heart of the Sustainable Development Goals, which were adopted during the United Nations Sustainable Development Summit in September 2015. 
상호 문화 간 이해 교육 Année de publication: 2010 Auteur: Joy de Leo Auteur institutionnel: UNESCO Bangkok 상호 문화 간 이해와 문화 다양성에 대한 존중이라는 주제는 문화적 맥락에 기반을 둔 인권과 평등 및 평화의 사회적 영역에 속하며 학습 안에서 또한, 그 과정을 통해 이루어지며, 다양한 지속가능한 영역내에서 다양한 문화 간 상호 연계의 기반(즉, 사회·정치적, 환경적, 경제적으로)을 구축한다. 국제 실행계획(International Implementation Scheme)내에서, 존중의 가치는 지속가능한 발전의 모든 측면에서 핵심적인 것으로 간주된다. 곧, 자기 존중, 타인과 지구상의 모든 삶에 대한 존중을 의미한다. 
School-related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE): synthesis report on China, the Philippines, Thailand and Viet Nam Année de publication: 2018 Auteur institutionnel: UNESCO Bangkok School related violence and bullying is a problem in all countries. UNESCO is committed to ensuring that all children and young people have access to safe, inclusive, health-promoting learning environments as part of its strategy on education for health and well-being. This synthesis report on school related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE), covering China, the Philippines, Thailand and Viet Nam, was developed to broaden awareness and understanding about this issue, while also identifying best practices and policies. It also aims to mobilize support for advocacy among educators, research institutions, policy makers and activists at the national and regional levels. 
Integrating education for sustainable development (ESD) in teacher education in South-East Asia: a guide for teacher educators Année de publication: 2018 Auteur institutionnel: UNESCO Bangkok This publication is a cumulative output of the project Sustainability Begins with Teachers in South-East Asia, implemented by UNESCO Bangkok, in cooperation with SEAMEO from 2017 to 2018, with the generous support of the Government of Japan. The initial content was developed together with the representatives of the universities and teacher education institutions who participated in the South-East Asia Sub-Regional Workshop on Education for Sustainable Development for Teacher Education Institutions, held from 5 to 9 June 2017 in Chiang Rai, Thailand. Content has since been enhanced through the sharing of knowledge and experiences gathered from a series of in-country workshops held in Cebu, Philippines; Luang Prabang, Lao PDR; Kampot, Cambodia; Bangkok, Thailand; and Yogyakarta, Indonesia. This culminated in a project review workshop in Bangkok from 24 to 26 April 2018 in which different in-country experiences were shared and comments on the guidebook collected. Twenty-six universities and teacher education institutions have taken part in the project process in total. This guidebook is a result of this collaborative journey. 
Integrating education for sustainable development & education for international understanding: conceptual issues and pedagogical principles for teacher education to address sustainability Année de publication: 2006 Auteur: Swee-Hin Toh Auteur institutionnel: UNESCO Bangkok It is in this spirit that this essay seeks to “integrate” two active and expanding fields of 2 educational innovation and transformation worldwide, namely ESD (education for sustainable development or sustainability) and EIU (education for international understanding). The key conceptual issues and themes of both of these movements will be clarified and shared values and understandings highlighted. It will also be argued that both ESD and EIU , in order to effectively fulfill their goals of building a peaceful, just and sustainable world order, rests on some key common pedagogical principles and processes. Another introductory caveat is also essential here, namely the question of paradigm. Among policy-makers, theorists and practitioners, there may well be and often are distinct differences in conceptualization according to their paradigmatic interpretations, with consequently alternative implications for policies and practices. Integrating education for sustainable development & education for international understanding: conceptual issues and pedagogical principles for teacher education to address sustainability Année de publication: 2006 Auteur: Swee-Hin Toh Auteur institutionnel: UNESCO Bangkok Il est dans cet esprit que cet essai vise à «intégrer» deux champs actifs et en expansion de 2 innovations pédagogiques et de transformation dans le monde entier, à savoir l'EDD (éducation pour le développement durable ou la durabilité) et ECI (éducation pour la compréhension internationale). Les principaux problèmes conceptuels et les thèmes de ces deux mouvements seront clarifiés et des valeurs et une compréhension partagées mis en évidence. Il sera fait également valoir que les deux EDD et ECI, en vue de remplir efficacement leurs objectifs de construction, un ordre pacifique juste et durable monde, repose sur quelques principes pédagogiques communs clés et des processus. Une autre mise en garde d'introduction est également essentiel ici, à savoir la question de paradigme. Parmi les décideurs, les théoriciens et les praticiens, il pourrait bien être souvent des différences distinctes dans la conceptualisation en fonction de leurs interprétations paradigmatiques, ayant des implications en conséquence alternatives pour les politiques et les pratiques. 지속가능발전교육과 국제이해교육의 통합: 지속가능성 문제 해결에 대한 교사 교육의 개념적 문제와 교육학적 원칙 Année de publication: 2006 Auteur: Swee-Hin Toh Auteur institutionnel: UNESCO Bangkok 이것은 ESD(지속가능한발전 혹은 지속가능성을 위한 교육)와 EIU(국제이해교육)이라는 교육 혁신과 전 세계의 변화, 이 두 가지 확장 개념과 활동을 ‘통합’하고자 한다. 아울러 이 두 운동의 주요 개념적 문제와 주제는 명확히 되고, 공유된 가치와 이해가 강조될 것이다. 또한 평화롭고 지속가능한 세계 질서 구축이라는 목표를 효과적으로 수행하기 위해서, ESD와 EIU는 몇 가지 주요 공통 교수법과 과정에 그 성패가 달려있다고 보인다. 여기에 또 다른 입문주의 사항(introductory caveat), 즉 패러다임의 문제가 필수적이다. 정책 입안자, 이론가 및 실무자 사이에선 결과적으로 정책과 관행에 대한 대안적 함의와 함께 그들의 패러다임 해석에 따른 개념화의 뚜렷한 차이점이 종종 나타날 수 있다. 
Two concepts, one goal: education for international understanding and education for sustainable development Année de publication: 2007 Auteur institutionnel: APCEIU | UNESCO Bangkok EIU and ESD are not dogmas but evolving concepts that can contribute to social learning and transformation. EIU and ESD share many common issues, supporting each other’s scope of work and focus. This series of information sheets has been prepared to highlight key complementary areas and synergies.