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.
2,701 résultats trouvés
التربية الوقائية للمؤسسات التربوية فى مواجهة التطرف الفكرى Année de publication: 2015 Auteur: Muhammad Hassan Auteur institutionnel: Ain Shams University تتلخص المشكلة في هذه الدراسة بالسؤال التالي: كيف تواجه المؤسسات التربوية مشكلة التطرف الفكري من خلال التربية الوقائية؟ من هنا تستهدف الدراسة تحقيق بعض الفوائد للمهتمين بشأن التربية ومواجهة التطرف، مثل: 1) التعرف على مفاهيم التطرف والتربية الوقائية في مواجهته. 2) التعرف على مخاطر ظاهرة التطرف الفكري وآثاره بين أفراد المجتمع. 3) التعرف على أبرز التحديات الإقليمية ذات التأثير المباشر في نشر الفكر المنحرف. 4) الوقوف على الدور التربوي في التصدي لهذه الظاهرة ممثلاً في بعض المؤسسات التربوية. 5) إبراز بعض المتطلبات التربوية في الوقاية من مخاطر التطرف الفكري.تعتمد هذه الدراسة على المنهج الوصفي التحليلي. بعد إجراءات الدراسة التي تضمنت ما يلي: التربية الوقائية وتحديات العصر حيث تم عرض مفهوم التربية وأهميتها وأهدافها ومجالاتها والتحديات الفكرية المعاصرة التي تؤثر في موضوع الدراسة، من ثم التطرف الفكري: مفهومه أسبابه وأخطاره، انتقالاً إلى متطلبات الدور الوقائي للتربية في مواجهة التطرف الفكري. خلصت الدراسة إلى ما يلي: إن التطرف الفكري لا يعبر عن حالة معزولة عن السياق الاجتماعي والثقافي العام، بل هو ضرورة أحد نتاجاته المباشرة أو الضمنية. ومن هنا، فإن أية معالجة للتطرف الفكري يجب أن تدرك واقع الأسرة والمدرسة والجامعة والمسجد، والإنتاج الثقافي والإعلامي. وكلما اتجهت المعالجات اتجاهاً أفقياً، يلحظ الأبعاد والعناصر المختلفة، كانت النتائج أكثر جدوى وفائدة. Preventive Education for Educational Institutions in Confronting Ideological Extremism Année de publication: 2015 Auteur: Muhammad Hassan Auteur institutionnel: Ain Shams University The problem in this study is summarized by the following question: How do educational institutions face the problem of ideological extremism through preventive education? Hence, the study aims to achieve some benefits for those interested in education and confronting extremism, such as: 1) Identifying the concepts of extremism and preventive education in facing it. 2) Identify the dangers of the phenomenon of intellectual extremism and its effects among members of society. 3) Identifying the most prominent regional challenges that have a direct impact on spreading deviant thought. 4) Standing on the educational role in confronting this phenomenon, as represented by some educational institutions. 5) Highlighting some educational requirements in preventing the dangers of intellectual extremism.This study relies on the analytical descriptive approach. After the study procedures, which included the following: Preventive education and the challenges of the times, where the concept of education, its importance, objectives and fields, and contemporary intellectual challenges affecting the subject of study were presented, and then intellectual extremism: its concept of its causes and dangers, moving to the requirements of the preventive role of education in facing intellectual extremism. The study concluded the following: Intellectual extremism does not express a situation isolated from the general social and cultural context, but rather the necessity of one of its direct or implicit results. Hence, any treatment of intellectual extremism must be aware of the reality of the family, school, university, mosque, and cultural and media production. The more treatments are directed horizontally, noting the different dimensions and elements, the more feasible and beneficial the results will be. 
Ensuring Lifelong Learning for All in Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan: Country Evidence and Policy Recommendations Année de publication: 2020 Auteur: Arne Carlsen Auteur institutionnel: UNESCO Lifelong Learning is at the heart of the 2030 Agenda for Sustainable Development and its 17 goals. More speci¬cally, Sustainable Development Goal 4 is devoted to ensuring quality education and lifelong learning opportunities for all. As the lead agency for education, UNESCO is mandated to support Member States in implementing SDG 4 through the Education 2030 Framework for Action. Central Asian countries – Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan – have all shown their commitment to achieving the SDGs by 2030, including SDG 4, and have taken several actions in this regard. This sub-regional study aims to provide a broader picture of lifelong learning in Central Asia, supported by evidence and policy recommendations in order to propose a systemic approach for future education reforms. Обеспечение возможности обучения на протяжении всей жизни для всех в Казахстане, Кыргызстане, Таджикистане и Узбекистане: Опыт отдельных стран и рекомендации по вопросам политики Année de publication: 2020 Auteur: Arne Carlsen Auteur institutionnel: UNESCO Обучение на протяжении всей жизни лежит в основе Глобальной программы устойчивого развития, состоящей из 17 целей. Суть Цели 4 в области устойчивого развития заключается в «Обеспечении всеохватного и справедливого качественного образования и поощрение возможности обучения на протяжении всей жизни для всех». ЮНЕСКО, как специализированному учреждению ООН по вопросам образования, было поручено оказывать государствам-членам содействие в достижении ЦУР 4 через выполнение Рамочной программы действий в области образования до 2030 года.Страны Центральной Азии – Казахстан, Кыргызстан, Таджикистан и Узбекистан – выразили заинтересованность в достижении к 2030 году всех ЦУР, включая ЦУР 4, и уже предприняли ряд действий в этом направлении. Цель настоящего субрегионального исследования состоит в предоставлении более точной картины положения дел в области обучения на протяжении всей жизни в Центральной Азии, подкрепленной фактическим материалом и рекомендациями по вопросам политики, для подготовки предложений по системному подходу к будущим реформам образования. 
Global Citizenship Education: How to Measure and Improve the Impact Année de publication: 2020 Auteur: Jan Van Ongevalle Auteur institutionnel: Frame Voice Report! Project | Civil Society in Development (CISU) | European Union (EU) This guide presents 4 methods and tools that can help organisations set up an easy-to-use monitoring system for learning about the effects of global citizenship education (GCE) projects. The methods can be used for planning as well as monitoring and evaluating the changes a project has contributed to. At best the methods can keep on strengthening the project in the implementation phase thereby contributing to greater change. 
Latin America and the Caribbean 2020: Inclusion and Education; All Means All (Global Education Monitoring Report) Année de publication: 2020 Auteur institutionnel: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) Latin America and the Caribbean has the largest and most challenging socio-economic inequalities in the world, which have shaped its education systems over the decades. This report looks at everyone both in and excluded from education in the region, pinpointing barriers facing learners, especially when multiple disadvantages intersect. The report also explores challenges in education posed by COVID-19 and the need for urgent action to prevent an exacerbation of inequalities. Produced by the Global Education Monitoring (GEM) Report team, in partnership with the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC) and the Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA), the report assesses key solutions for greater inclusion through several case studies from the region. It provides in-depth analysis on challenges to inclusion in education arising from migration and displacement in Colombia and Costa Rica; remoteness in Brazil and Suriname; disability in Cuba and Nicaragua; gender in Peru and Jamaica; sexual orientation, gender identity and expression in Chile and Mexico; poverty in the Dominican Republic and Honduras; ethnicity in Bolivia and Ecuador; and incarceration in El Salvador and Uruguay. Building on the 2020 Global Education Monitoring Report, this regional edition concludes that strong laws and policies in Latin America and the Caribbean demonstrate a commitment to inclusion, but that the daily realities faced by learners suggest implementation is lagging. Recommendations are aimed at promoting more inclusive education systems to benefit all children and youth, no matter their background, identity or ability. The recommendations provide a systematic framework for identifying and dismantling barriers for vulnerable populations, according to the principle that ‘every learner matters and matters equally’. América Latina y el Caribe 2020: Inclusión y educación; Todos y todas sin excepción (Informe de seguimiento de la educación en el mundo) Année de publication: 2020 Auteur institutionnel: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) América Latina y el Caribe es la región con las mayores y más tenaces desigualdades socioeconómicas del mundo. Durante decenios estas desigualdades se han reflejado en sus sistemas educativos. El presente informe examina a quiénes incluyen y a quiénes excluyen estos sistemas y llama la atención sobre las barreras que enfrentan los educandos, especialmente cuando están expuestos a múltiples desventajas. El informe también explora los nuevos retos educativos que plantea la pandemia de la Covid-19 y la necesidad de actuar sin dilación para evitar que se agraven las desigualdades. El informe, elaborado por el equipo del Informe de Seguimiento de la Educación en el Mundo (Informe GEM), en colaboración con la Oficina Regional de Educación para América Latina y el Caribe (OREALC/ UNESCO Santiago) y el Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe -SUMMA, evalúa algunas de las principales iniciativas emprendidas para mejorar la inclusión, basándose en varios estudios de casos de la región. Analiza en profundidad algunos ejemplos de los grandes desafíos que amenazan la inclusión en la educación: migración y desplazamiento en Colombia y Costa Rica; aislamiento rural en el Brasil y Suriname; discapacidad en Cuba y Nicaragua; discriminación de género en el Perú y Jamaica; orientación sexual e identidad y expresión de género en Chile y México; pobreza en la República Dominicana y Honduras; etnicidad en Bolivia y el Ecuador; y jóvenes en situación de privación de libertad en El Salvador y el Uruguay. Esta edición regional del Informe de Seguimiento de la Educación en el Mundo 2020 concluye que, si bien las leyes y políticas de América Latina y el Caribe demuestran la firme determinación de promover la inclusión, la realidad cotidiana de los alumnos y las alumnas sugiere que la aplicación práctica lleva retraso. Se formulan recomendaciones con el objeto de promover sistemas de educación más inclusivos en beneficio de todos los niños, niñas y jóvenes, sin distinción de origen, identidad o capacidad. Las recomendaciones brindan un marco sistemático que permite identificar y eliminar barreras para las poblaciones marginadas, conforme al principio de que “cada alumno es importante y todos los alumnos importan por igual”. 
Higher Education Policy in Central Asia and Afghanistan Année de publication: 2019 Auteur: Emma Sabzalieva Auteur institutionnel: University of Central Asia (UCA) The purpose of this report is two-fold. Its first aim is to take stock of contemporary higher education in Central Asia, with a particular emphasis on Kyrgyzstan and Tajikistan, and Afghanistan. The second is to offer policy propositions that may support these states to make their higher education systems more innovative, with innovation also incorporating science and technology. Политика в сфере высшего образования в Центральной Азии и Афганистане Année de publication: 2019 Auteur: Emma Sabzalieva Auteur institutionnel: University of Central Asia (UCA) Данный отчет преследует две цели. Первая – рассмотреть сферу высшего образования в Центральной Азии, делая особый акцент на Кыргызстане, Таджикистане и Афганистане. Вторая цель – предложить политические решения, способные помочь этим государствам сделать их системы высшего образования более инновационными с опорой на науку и технологии. 
The Effects of Service Learning Program on Medical Students' Perceptions of Global Citizenship and Sustainable Development (Journal of Educational Innovation Research; Vol. 29. No. 1) Année de publication: 2019 Auteur: Sojung Yune | Kwi Hwa Park Auteur institutionnel: Pusan National University. Educational Development Institute Purpose: Recently, the concept of 'service learning', which is a curriculum and a program of service learning suitable for medical college, has begun to be introduced. The purpose of this study were to develop a service learning program for medical school and to explore its effects. The research problems set in this study are as follows. First, what is the demand of medical students for service learning education? Second, how does the service learning education program affect students' perception of global citizenship and awareness of sustainable development? Method: In order to investigate the demand for service training of medical students, 99 students in a third grade department of medicine were surveyed. Based on the results of the questionnaires and literature review, we developed a service learning program suitable for medical schools. The developed program was validated by a specialist and then conducted in 2017 during the first semester of a medical school and 88 second grade students at a medical school. The final 78 post - test results were used for the analysis. Results: The service learning education in this study was developed and operated as a course of 1 credit for the major in the second grade. After selecting and exploring the topics, they were asked to perform 6-week project-based volunteer activities. As a result, the service learning program developed in this study was found to be effective in medical students' perception of global citizenship, and sustainable development. Conclusion: In order to improve the professionalism of medical students, it is necessary to educate social contribution and service consciousness, which is expected to be possible through service learning education.