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The Implications of the Impact of the Marginalization of Social Cohesion on the Political, Social and Civic Attitudes of in Secondary Schools in Lebanon Année de publication: 2014 Auteur: شعيب، مهى Auteur institutionnel: Arab Center for Research and Policy Studies The Taef Agreement (1989) which put an end to the civil war in Lebanon focused on the role that education could play in consolidating social cohesion. Thus, following the Taef Agreement, the education policy developed adopted education on citizenship as one of the two main objectives of the curricula and which entered into implementation in 1997. Nearly two decades later today, the question is: to what extend do schools and the education system contribute to social cohesion in Lebanon? Considering the escalation in sectarian agitation, especially since the assassination of prime minister Rafiq Hariri, which peaked in the armed clashes in 2008, the answer to this question becomes even more urgent.This study examines the approaches currently practiced in the secondary schools in Lebanon to promote social cohesion and their reflections on the students’ political, sectarian and social attitudes. The sample consisted of 24 secondary schools, 10 public and 14 private, both secular and religious. Some of the schools had students from different sects whereas most of them included student majorities from one and the same sect. Interviews were done with teachers and administrations in order to explore the school policies regarding social cohesion. In addition, a questionnaire was used to explore the of students, their political and social views and to identify the impact of school policies on informing them. The results showed that most schools had a narrow concept of social cohesion that is limited sectarian pluralism and citizenship while social justice was not included. The study also identified five approaches to social cohesion some of which were coupled with sectarian attitudes of students. 
Message from Ms Audrey Azoulay, Director-General of UNESCO, on the occasion of International Day of Commemoration in Memory of the Victims of the Holocaust Année de publication: 2018 Auteur institutionnel: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This message was delivered by Audrey Azoulay, Director-General of UNESCO, on the occasion of International Day of Commemoration in Memory of the Victims of the Holocaust, on 27 January 2018. Message de la Directrice générale de l'UNESCO, Audrey Azoulay, à l'occasion de la Journée internationale dédiée à la mémoire des victimes de l'Holocauste Année de publication: 2018 Auteur institutionnel: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Ce message a été livré par la Directrice générale de l'UNESCO, Audrey Azoulay, à l'occasion de la Journée internationale dédiée à la mémoire des victimes de l'Holocauste, 27 janvier 2018. 
دور مدير المدرسة في تفعيل الشراكة بين المدرسة والمجتمع المحلي في سلطنة عمان Année de publication: 2010 Auteur: محمد علي ذيب عاشور Auteur institutionnel: University of Bahrain. Scientific Publishing Center هدفت هذه الدراسة إلى تعرّف دور مدير المدرسة في تفعيل الشراكة بين المدرسة وبين المجتمع المحلي من وجهة نظر العاملين في المدارس وأفراد المجتمع المحلي. كما هدفت إلى تعرف ما إذا كانت هناك فروق ذات دلالة إحصائية في دور مدير المدرسة في تفعيل هذه الشراكة من وجهة نظر العاملين في المدارس وأفراد المجتمع المحلي وذلك من زاوية متغيرين: مسمى الوظيفة والمنطقة التعليمية. تكوّن مجتمع الدراسة من جميع المديرين والمعلمين والعاملين في مدارس التعليم الأساسي للعام الدراسي 2006-2007، والبالغ عددهم 9877، وتكونت العينة من 513 من العاملين في المدارس و80 من أفراد المجتمع المحلي.توصلت الدراسة إلى النتائج التالية: 1) إن دور مدير المدرسة في تفعيل الشراكة بين المدرسة وبين المجتمع المحلي جاء بدرجة قليلة. 2) جاء ترتيب مجالات الدراسة في مدير المدرسة في تفعيل الشراكة بين المدرسة وبين المجتمع المحلي وفق الترتيب الآتي: الشراكة في الرؤية والأهداف العامة للعملية التعليمية، تليها الشراكة في تقديم الدعم المالي للمدرسة، ثم الشراكة في الشؤون اﻹدارية للمدرسة، ثم الشراكة في تقديم الاستشارات للمدرسة، وجاء في المرتبة الأخيرة الشراكة في التخطيط المدرسي. 3) وجود فروق ذات دلالة إحصائية تعزى لمتغير المنطقة التعليمية لجميع مجالات الدراسة فيما عدا الشراكة في الشؤون اﻹدارية للمدرسة. 
[Video] Socio-emotional Learning - the Key to Building Global Citizenship Année de publication: 2018 Auteur: Nandini Chatterjee Singh Auteur institutionnel: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Dr. Nandini Chatterjee Singh, Programme Specialist, UNESCO MGIEP speaks about 'Socio-emotional Learning: the Key to Building Global Citizenship' as part of Association for Childhood Education International (ACEI)'s online learning event for educators, titled 'Breakthroughs in Education: Innovations in Equity, Access & Quality. 
Education à la citoyenneté en RDCONGO : Quelles strategies et pour quelle éducation à la démocratie en R.D.C? Année de publication: 2008 Auteur: Abbé Louis Mpala Cette brochure se veut une introduction générale à toutes les brochures qui seront consacrées à chaque type d'éducation proposé. Ce projet ne peut être réalisé que si Dieu le permet et si je trouve un mécène.Cet écrit peut servir d'un instrument de travail à toute personne soucieuse de voir notre pays avoir des fils dont le cour est circoncis. Comme tout travail humain, ma brochure a des limites. A vous de la parfaire. Destiné à être exposé aux journées scientifiques organisées par l'Institut Supérieur Pédagogique de Lubumbashi (I.S.P.), ce texte est mis à la disposition de tout éducateur. Cet écrit a mes empreintes d'agrégé de l'Enseignement Secondaire Degré Supérieur (E.S.D.S.)pour le cours de philosophie. Voilà qui justifie mon souci de voir les objectifs éducationnels opérationnels.A vous lectrice et lecteur engagés dans un groupe d'encadrement familial, politique ,scolaire, socio-culturel etc., je confie ma brochure. 
지속가능발전목표 4 Année de publication: 2018 Auteur institutionnel: 유네스코한국위원회 이 소책자는 2018년 10-12월 동안 유네스코한국위원회에서 연재한 SDG 4 카드뉴스 시리즈를 바탕으로 제작된 것으로 지속가능발전목표 4(SDG 4)에 대해 쉽게 설명하고 각 목표 달성을 위한 한국교육의 과제와 역할에 대해 다루고 있다. 모두가 함께 달성해가는 SDG 4 SDG 4 달성을 위해 대한민국이 하는 일 한국 교육과 SDG 4.1: 양질의 초등교육과 중등교육 보장 한국 교육과 SDG 4.2: 영유아 발달 교육 및 취학 전 교육 한국 교육과 SDG 4.3: 양질의 고등교육 제공 한국 교육과 SDG 4.4: 전문기술 및 직업기술을 지닌 청년과 성인의 수 향상 한국 교육과 SDG 4.5: 교육 형평성 한국 교육과 SDG 4.6: 문해력과 수리력 성취 한국 교육과 SDG 4.7: 지속가능발전과 세계시민의식 SDG 4 달성을 위한 정보통신기술(ICT)의 역할 SDG 4 달성을 위한 교육지표 개발과 모니터링 
[Video] Global Citizenship Education - The Key to a Just, Peaceful and Inclusive World Année de publication: 2015 Auteur institutionnel: Global Education First Initiative Global Citizenship Education gives students the knowledge and skills they need to answer the big questions of the day, and to help forge more tolerant, peaceful and inclusive societies. 
[Facts and Figures] The United Nations World Water Development Report 2019: Leaving No One Behind; Facts and Figures Année de publication: 2019 Auteur: Engin Koncagül | Michael Tran | Richard Connor | Stefan Uhlenbrook Auteur institutionnel: UNESCO World Water Assessment Programme (WWAP) Water availability and demandFigure 1 provides a global overview of countries experiencing different levels of water stress (the ratio of total freshwater withdrawn annually by all major sectors, including environmental water requirements, to the total amount of renewable freshwater resources, expressed as a percentage).Over 2 billion people live in countries experiencing high water stress. Recent estimates show that 31 countries experience water stress between 25% (which is defined as the minimum threshold of water stress) and 70%. Another 22 countries are above 70% and are therefore under serious water stress (UN, 2018a).Growing water stress indicates substantial use of water resources, with greater impacts on resource sustainability, and a rising potential for conflicts among users.It has been estimated that about 4 billion people, representing nearly two-thirds of the world population, experience severe water scarcity during at least one month of the year (Mekonnen and Hoekstra, 2016). 
Global Education Digest 2015-2017: Compiled by the Development Education Research Centre Année de publication: 2018 Auteur institutionnel: Development Education Research Centre (DERC) This is the first edition the Global Education Digest, a bibliography of recent published academic and research material relevant to the field of global education. This Digest has been compiled by Development Education Research Centre (DERC) on behalf of Global Education Network Europe (GENE) in the framework of ANGEL activities. ANGEL (Academic Network on Global Education & Learning) is the academic network of global education researchers and academics. The Digest is divided into eight themes/ areas of work, and within each we have identified policy reports, books, academic articles and doctoral research related to global education. Items for inclusion were found through keyword searches of Scopus, Web of Science, Google Scholar, and British Library (including ETHOS and Proquest) databases, as well as through informal discussions with colleagues in the field. The core focus of the Digest is on literature on global education. Selected literature with a focus on related concepts, such as global citizenship, environmental education, and education for sustainable development, has also been included where these have clear links to concerns in global education.