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دليل لفائدة المكونين و الوسطاء لإستعمال " دليل شباب تونس في تعلم الديمقراطية " Année de publication: 2013 Auteur institutionnel: UNESCO Rabat As part of its project to support education for democracy for young people in Tunisia, UNESCO has developed in cooperation with the Ministry of Education, the National Commission for Education, Science and Culture, CAWTAR, IADH, CNIPRE and UNI, a handbook on democracy for young people in Tunisia.This handbook is composed of twenty factsheets illustrated with drawings by Plantu. It popularizes the standards and universal principles, as well as major international instruments that protect and emphasize the national legal framework, key issues and challenges and good practices in Tunisia. One of the comparative advantages of this module is the fact that it highlights local issues and ongoing legal reforms in Tunisia.The present handbook has been developed as a pedagogical tool to help adult intermediaries (teachers, social educators etc…) responsible for the training of young people in school and community settings. It provides a series of exercises and situations to facilitate the learning and acquisition of knowledge in the field of democracy.The contents of this guidebook develops an approach based on "the discovery by oneself" which offers to participants activities, exercises and situations that require the mobilization of resources and contents of the training handbook on democracy for young people in Tunisia.Its use requires flexibility and creativity on the part of the trainer to enrich and/ or adapt the proposed exercises. It is in the light of the training context, prior knowledge of the concerned learners, the level of engagement of participants and according to thematic representations, that the trainer designs the training content. Contributing to peace and human development in an era of globalization Année de publication: 2002 Auteur institutionnel: UNESCO The Medium-Term Strategy (2002-2007) for the countries of the Africa region is an essential programme axis of UNESCO’s new decentralization policy. It forms an integral part of the Organization’s overall strategic objectives defined by the Member States in the UNESCO MediumTerm Strategy for 2002-2007 (31 C/4), which aims to contribute to peace and human development through education, the sciences, culture and communication. 
رؤية عالمية لمعايير المواطنة في التعليم : النموذج الأوروبي Année de publication: 2010 Auteur: Mohammed Lashin | Rania Algmal Auteur institutionnel: Egyptian Society of Comparative Education and Educational Administration (ESCEEA) يقدم الباحثين رؤية عالمية للتربية من أجل المواطنة، وذلك من خلال الاستناد لبعض النماذج من أوروبا. حيث يستعرض الباحثان التجارب والنماذج من مؤسسات أوربية، وكيف يمكن لمؤسسات التعليم في الوطن العربي الاستفادة منها. A Global Vision for Citizenship Education: The European Model Année de publication: 2010 Auteur: Mohammed Lashin | Rania Algmal Auteur institutionnel: Egyptian Society of Comparative Education and Educational Administration (ESCEEA) The researchers provide a global vision of education for citizenship, drawing on some examples from Europe. The researchers review the experiences and models from European institutions, and how educational institutions in the Arab world can benefit from them. 
خصائص ومبادىء حقوق الانسان Année de publication: 2018 Auteur institutionnel: Monwa3at يقدم الفيديو شرح لمنهج حقوق الانسان الذى اقرته وزارة التعليم العالى على جميع كليات ومعاهد جمهورية مصر العربيه. ويتكون الفيديو من 3 فصول وهي كالتالي: النظام القانونى لقواعد حماية حقوق الانسان، القواعد العامه لفكرة حقوق الانسان والخصائص. The Characteristics and Basics of Human Rights Année de publication: 2018 Auteur institutionnel: Monwa3at The video provides an explanation of the human rights curriculum approved by the Ministry of Higher Education on all colleges and institutes of the Arab Republic of Egypt. The video consists of 3 chapters which are as follows: the legal system of the rules for the protection of human rights, the general rules of the idea of human rights and finally the characteristics. Educación para la ciudadanía y la convivencia: manual de ciudadanía y convivencia desde la construcción colectiva de sentidos y redes; derechos humanos y paz Année de publication: 2015 Auteur institutionnel: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) Human rights and peace is one of the main themes related with education for citizenship and coexistence. Therefore, identifies three areas of reflection: 1) Human rights as an ongoing and unfinished process, 2) Recognizing the diversities, 3) The generations of peace. Each one of these areas is accompanied by didactic tools that allow to deepen into the contents that are based on fundamental theoretical and practical elements, which could be useful in the pedagogical process leaded by the participants of the project. COMPASS: a manual on human rights education with young people Année de publication: 2012 Auteur: Patricia Brander Auteur institutionnel: Council of Europe Compass was first published in 2002 within the framework of the Human Rights Education Youth Programme of the Directorate of Youth and Sport of the Council of Europe. The programme was created because human rights education – meaning educational programmes and activities that focus on promoting equality in human dignity – was and remains of incalculable value in shaping a dimension of democratic citizenship for all young people and in promoting a culture of universal human rights.Compass has become a reference manual for many young people involved in value-based youth work and non-formal education. It is currently available in more than 30 languages, ranging from Arabic and Japanese to Icelandic and Basque. In some countries it has become part of the resources for human rights education in schools and in some others it is not possible to use it in schools. The adventures of Compass across Europe often mirror the contrasted reality of human rights education: promoted here and combated there, praised by some and despised by others.The success of Compass has been followed by its younger sibling, Compasito – a manual for human rights education with children is already available in several languages and on the way to becoming another bestseller for human rights education. More importantly, Compass and its publication in various language versions has been the medium through which human rights education has been brought onto the agenda of youth work and into the programme of many schools. National networks for human rights education have been created in several countries, where they reinforce the work done by human rights organisations and educational professionals in making the right to human rights education a reality to more children and young people across Europe. The forum on human rights education with young people, Living, Learning, Acting for Human Rights, held in Budapest in 2009, stressed the importance of human rights education today. COMPASS: un manuel sur l'éducation aux droits de l'homme avec les jeunes Année de publication: 2012 Auteur: Patricia Brander Auteur institutionnel: Council of Europe Compass a été publiée en 2002 dans le cadre du Programme Jeunesse d'Éducation aux Droits de l'Homme de la Direction de la Jeunesse et du Sport du Conseil de l'Europe. Le programme a été créé parce que l'éducation aux droits de l'homme - à savoir les programmes et les activités qui mettent l'accent sur la promotion de l'égalité dans la dignité humaine éducation - a été et reste d'une valeur inestimable dans l'élaboration d'une dimension de la citoyenneté démocratique pour tous les jeunes et à promouvoir une culture des droits humains universels. Compass est devenu un manuel de référence pour de nombreux jeunes impliqués dans le travail de la jeunesse fondée sur des valeurs et de l'éducation non formelle. Il est actuellement disponible dans plus de 30 langues, allant de l'arabe et le japonais à l'islandais et le basque. Dans certains pays, il est devenu une partie des ressources pour l'éducation aux droits de l'homme dans les écoles et dans certains autres, il est impossible de l'utiliser dans les écoles. Les aventures de Compass en Europe reflètent souvent la réalité contrastée de l'éducation aux droits de l'homme: promotion ici et là combattu, loué par les uns et méprisé par les autres. Le succès de Compass a été suivi par son frère cadet, Compasito - un manuel pour l'éducation aux droits de l'homme avec les enfants est déjà disponible en plusieurs langues et sur la façon de devenir un autre best-seller pour l'éducation aux droits de l'homme. Plus important encore, Compass et sa publication dans différentes versions linguistiques a été le moyen par lequel l'éducation aux droits de l'homme a été mis sur l'ordre du jour du travail de jeunesse et dans le programme de nombreuses écoles. Les réseaux nationaux pour l'éducation aux droits de l'homme ont été créés dans plusieurs pays, où ils renforcent le travail accompli par les organisations des droits humains et professionnels de l'éducation à faire du droit à l'éducation des droits de l'homme une réalité à plus d'enfants et de jeunes à travers l'Europe. Le forum sur l'éducation aux droits de l'homme avec les jeunes, la vie, l'apprentissage, agir pour les droits de l'homme, tenue à Budapest en 2009, a souligné l'importance de l'éducation aux droits de l'homme aujourd'hui. 
Exploring our roles as global citizens: an educator's guide (grades 3-5) Année de publication: 2013 Auteur: Elizabeth O. Crawford Auteur institutionnel: TeachUNICEF ‘Exploring Our Roles as Global Citizens’ is a four-lesson unit with extension activities and a student-led inquiry project that is designed to introduce the concept of global citizenship, including relevant knowledge, skills, values, and civic actions; to educate students about universal human rights outlined in the Convention on the Rights of the Child (CRC) and what their responsibilities are to ensure these rights are protected; to foster students’ skills in developing perspectives, critical and creative thinking, research, and decision-making about a chosen global issue using a student-led inquiry model; and to empower students to recognize and use their individual strengths to make a positive difference in their local communities. Lesson 1: What Is Global Citizenship? This lesson engages students in reflecting upon what it means to be a global citizen. Although students are often taught the concepts of citizenship and the characteristics of good citizenship during the elementary years, students may not have considered previously their roles as citizens in a global society. Using authentic examples of global citizenship among youth as a springboard for discussion, students determine how they are citizens at various levels. Afterward, students begin their inquiry of a chosen global issue about which they will take informed action at the end of the unit. Lesson 2: We Are Citizens of the World and We Have Rights! Building upon their prior learning about citizenship, students are introduced to human rights, or those rights to which all persons are entitled. Students learn about the Convention on the Rights of the Child (CRC) and create a concept map outlining categories and examples of human rights. Afterward, students relate human rights to contemporary global issues and how it is our responsibility to take action when the rights of others are violated. Lesson 3: Global Citizens Take Responsibility In this lesson, students learn about their individual and collective responsibility to protect human rights. Through analysis of authentic photographs depicting responsible citizenship, students explore the idea that global citizens are proactive when the rights of others are threatened. To demonstrate their learning, students role-play characteristics of global citizenship. Subsequently, in cooperative groups, students continue their global issue research and begin to consider how they will take informed action as global citizens. Lesson 4: Global Change Begins With Me In this culminating lesson, students reflect upon their learning about global citizenship and how they can be positive change agents in their communities. Students first explore how individuals take action to solve a problem or to improve conditions for others. Using these examples as inspiration, students determine how they, too, can be “changemakers.” As a final assessment, students synthesize what they have learned by creating a comprehensive definition of global citizenship, and develop an action plan to address the global issue they have researched.