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Programme de Citoyenneté Mondiale dans l'enseignement supérieur: la politique et la pratique en évolution et un futur programme de recherche; actes d'un colloque tenu les 9-10 Décembre 2013 à Hong Kong Année de publication: 2013 Auteur institutionnel: Bath Spa University | General Education Centre (Hong Kong) | Polytechnic University Ce symposium était une excroissance du Conseil de la recherche économique et sociale du Royaume-Uni (en. ESRC) financé Projet international de réseautage. Une collaboration entre les universitaires au Royaume-Uni / Europe, Amérique du Nord, et en Asie, ce projet répond au fait qu'il ya un intérêt croissant pour comprendre comment les universités peuvent éduquer les élèves à devenir des citoyens plus engagés et ouverts sur le monde. La prémisse est que l'enseignement supérieur doit contribuer au bien public par la formation des citoyens plus globales avec la conscience culturelle, un fort sentiment de responsabilité et les compétences civiques de participer à une économie mondiale fondée sur le savoir. Le rapport suivant documente les actes du colloque, résume les présentations et fournit des informations clés tirées des présentations. Commentaires formulés par les individus sont paraphrasés et / ou synthétisés. 
The 1994 Genocide as Taught in Rwanda’s Classrooms Année de publication: 2017 This blog looks at how textbook and curricula reforms in Rwanda have worked to cover the 1994 Genocide and instill the ideals of tolerance, unity and reconciliation in students. It is part of a series of blogs on this site published to encourage debates around a new GEM Report Policy Paper: Between the Lines, which looks at the content of textbooks and how it reflects some of the key concepts in Target 4.7 in the UN Sustainable Development Goals (SDGs).by Jean-Damascene Gasanabo, PhD, Director-General, Research and Documentation Center on Genocide, National Commission for the Fight against Genocide (CNLG), Kigali, Rwanda. The 1994 Genocide against the Tutsi saw the slaughter of more than one million people over the span of three months, and placed Rwanda at the forefront of the world’s political consciousness. Almost 23 years later, Rwanda has rebuilt and become a modern hub of progress and development, putting in place social, political and economic systems that are grounded in national unity and reconciliation – with education reforms playing a central role.The large-scale participation of children and adolescents in perpetrating acts of genocide made it clear that an education system that fails to integrate basic human values, will also inevitably fail the nation. Education was used prior to the Genocide to inculcate fear, intolerance and hatred; and so too is it being utilized by the current Government to foster peace and inclusivity, and combat genocide ideology. Post-genocide Rwanda has used education as a main tool to correct biased perceptions of its socio-political history, and to provide accurate representations of the root causes of the genocide, and preventative measures.With over 60% of Rwandans under the age of 24, the formal education system needs to instill the ideals of tolerance, unity and reconciliation in the next generation. With this realization, the Rwanda Education Board and the Ministry of Education have integrated genocide studies in the curricula of its primary, secondary and higher education institutions so that they are better able to lead a nation that is cognizant of its past. Instead of highlighting difference, the national curriculum of post-genocide Rwanda has been reconfigured to emphasize the politics of inclusion and to encourage a spirit of critical thinking that pursues peace, social cohesion and harmony above all else.Prior to the Genocide, educational resources were used as a tool by the genocidal regime to promote ethnic division, discrimination and propaganda. The biased curricula and teaching methods cemented ethnic segregation within classrooms and fostered genocide ideology. The students who were not expelled from primary and secondary school due to the ethnic and regional quota system were forced to identify themselves as being Tutsi – inherently separate to those who were Hutu or Twa. The pre-1994 curriculum lacked “the essentials of human emotion, attitudes, values and skills” as it continued to promote discriminatory and divisive ideologies that were “imparted through formalized rote learning in history, civic education, religious and moral education and languages.”Post-Genocide Rwanda faced the herculean task of rebuilding its dismantled institutions. With a profound lack of qualified teachers, a huge pool of orphaned children, insufficient funds and inaccurate textbooks following the genocide, many education challenges lay ahead. In early 1995, a moratorium was placed on history textbooks which disseminated biased information, as the country grappled with how and to what extent the nation’s past could be incorporated constructively in the education system, without causing pain or resurfacing conflicts.Rwanda chose a gradual, yet comprehensive, approach. In the years immediately following the Genocide, the history curriculum lightly touched on the subject so as to protect students from their recent past, and prevent division in classrooms based on differing family experiences. Classrooms promoted knowledge based on the essential ideas of unity, peace, tolerance and justice. In 2008 the National Curriculum Development Centre within the Ministry of Education published the new history curriculum which incorporated the Genocide against the Tutsi, coinciding with the renewed emphasis on the unifying and inclusive qualities of nationality, citizenship and patriotism, instead of ethnicity.The current national curriculum was formulated by the Rwanda Education Board in conjunction with varying public institutions, UN agencies and nongovernmental organizations. It incorporates the Genocide into the curriculum of every grade level, and discusses it in various contexts suited to the student’s particular stage in learning. Eyewitness accounts and the presence of elders in the classroom allow for a “multi-generational opportunity” for learning. In understanding how violent conflict erupts in society, it is possible to prevent future atrocities from beginning. Teaching the Genocide in present-day Rwanda aims to provide a more nuanced understanding of the event by using primary sources, encouraging class discussions on genocide denial, the persistence of genocide ideology, and the reconciliation efforts embarked on after the Genocide.Moreover, this change in the curriculum has been supplemented by a shift to transform learning from one based on standard rote memorization to one that encourages discussion and a spirit of critical thinking and analysis. This approach identifies the student as an active participant in the learning experience, not merely a silent recipient of history as “evangelical speech.” By promoting an environment that encourages spirited, objective discussions, the Ministry of Education seeks to redress the biases taught by the genocidal regime, as well as prepare young people to thoughtfully and constructively enter the workforce.Genocide education nevertheless faces some challenges ahead. With genocide denial still present, not only are ongoing revisions of educational resources required, but teacher training is also necessary to ensure that revisions to the curriculum are well presented by teachers.The way conflict and genocide has been taught through textbooks in Rwanda has evolved over time. For Rwandans, learning about the 1994 Genocide is not only vital in understanding the history of their country, but also in developing critical thinking skills that help young people become informed citizens in today’s globalized society. Peace education, as well as tools for conflict resolution and genocide prevention, are now heavily featured. Indeed the initiatives embarked on by the education sector signal a promising start to the continuous pursuit of truth through knowledge of the past.In comprehensively integrating the study of genocide into the national curriculum and by empowering students to become agents of their own learning process, Rwanda offers an ambitious recipe for successfully teaching one’s own history for the better. 
Higher Education and Democratic Culture: Citizenship, Human Rights and Civic Responsibility (Council of Europe Higher Education Series No.8) Année de publication: 2008 Auteur: Josef Huber | Ira Harkavy Auteur institutionnel: Council of Europe This book on the responsibility of higher education for a democratic culture is the 8th volume in the Council of Europe's Higher Education series. It is the direct result of a Higher Education Forum held in June 2006 on the responsibility of higher education for citizenship, human rights and sustainability. This forum was a part of the Council of Europe's long-standing commitment to work in the area of education for democratic citizenship and human rights. It complements earlier work on the public responsibility for higher education and research which led to a recommendation of the Committee of Minister to the member states of the Council of Europe in 2007. If our aim is to work for sustainable democratic societies, the responsibility of public authorities for a high-quality higher education system must go hand in hand with the responsibility of higher education institutions towards the advancement of society. 
Communication Strategy and Addressing the Phenomenon of Child Abduction in Algeria Année de publication: 2023 Auteur: Saeed Abdul Razzaq The study aimed to identify the role of the communication strategy in treating one of the communication strategy of the General Directorate of National Security in the process of protecting children, and the role of various communication tools and activities in treating and reducing the phenomenon of abduction of children in Algeria . We found that the communication strategy of the Directorate General of National Security plays an important role in the process of reducing the risk of child abduction in Algeria through the preventive communication strategy aimed at protecting children from abduction. الاستراتيجية الاتصالية ومعالجة ظاهرة اختطاف الأطفال في الجزائر Année de publication: 2023 Auteur: Saeed Abdul Razzaq هدفت الدراسة إلى معرفة دور الاستراتيجية الاتصالية في معالجة احدى الظواهر الاجتماعية المتمثلة في ظاهرة اختطاف الأطفال في الجزائر، من خلال عرض الاستراتيجية الاتصالية الخاصة بالمديرية العامة للأمن الوطني في عملية حماية الأطفال، ودور الوسائل والأنشطة الاتصالية المختلفة في معالجة والحد من ظاهرة اختطاف الأطفال في الجزائر. وقد وتوصلنا من خلال دراستنا أن للاستراتيجية الاتصالية للمديرية العامة للأمن الوطني دور مهم في عملية الحد من خطورة ظاهرة اختطاف الأطفال في الجزائر عبر الاستراتيجية الاتصالية الوقائية التي تهدف لحماية الأطفال من الاختطاف. 
Shared Responsibility, Global Solidarity: Responding to the Socio-Economic Impacts of COVID-19 Année de publication: 2020 Auteur institutionnel: United Nations (UN) We are facing a global health crisis unlike any in the 75-year history of the United Nations — one that is killing people, spreading human suffering, and upending people’s lives. But this is much more than a health crisis. It is a human crisis. The coronavirus disease (COVID-19) is attacking societies at their core. The IMF has just reassessed the prospect for growth for 2020 and 2021, declaring that we have entered a recession – as bad as or worse than in 2009. The IMF projects recovery in 2021 only if the world succeeds in containing the virus and take the necessary economic measures.In the face of such an unprecedented situation in recent history, the creativity of the response must match the unique nature of the crisis – and the magnitude of the response must match its scale. No country will be able to exit this crisis alone.This report is a call to action, for the immediate health response required to suppress transmission of the virus to end the pandemic; and to tackle the many social and economic dimensions of this crisis. It is, above all, a call to focus on people – women, youth, low-wage workers, small and medium enterprises, the informal sector and on vulnerable groups who are already at risk. 
Global Education Monitoring Report 2019: Gender Report: Building Bridges for Gender Equality Année de publication: 2019 Auteur institutionnel: Global Education Monitoring Report Team Achieving gender equality in education participation, in the teaching and learning process and in access to social and economic opportunities that education can facilitate are key interlinked ambitions in two of the Sustainable Development Goals (SDGs) in the 2030 Agenda for Sustainable Development: SDG 4 on education and SDG 5 on gender equality. These aims are also key to the Education 2030 Framework for Action, which calls on countries to adopt strategies that not only cover access to education for all but also address substantive gender equality issues: ‘supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-based discrimination and violence in schools’. The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report.In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes. For instance, a move towards parity in education attainment may increase women’s labour force participation rates, but low levels of labour force participation feed into existing norms and may constrain expansion of education opportunities for women. 
Exploring ICCS 2016 to measure progress toward target 4.7 Année de publication: 2018 Auteur: Sandoval-Hernández.Andrés, Miranda.Daniel Auteur institutionnel: Global Education Monitoring Report Team The objective of this report is to analyse data from the last cycle of the International Civic and Citizenship Study (ICCS 2016) (Schulz et al., 2017)in order to demonstrate its potential for monitoring specific aspects of the SDG target 4.7. Furthermore, given the theme of the 2019 Global Education Monitoring (GEM) Report, this document will pay special attention to those questions addressed to students, teachers and school principals that are directly related to immigration. 
Textbooks and Inclusive Education: Background Paper Prepared for the 2020 Global Education Monitoring Report, Inclusion and Education Année de publication: 2020 Auteur: Eckhardt Fuchs | Marcus Otto | Simiao Yu Auteur institutionnel: UNESCO | Global Education Monitoring Report Team This report, based on an analysis of a sample of textbooks from 28 countries, shows that the subject of inclusion has become increasingly significant in terms of both structure and subject matter, and particularly in the contexts of human rights and citizenship. Social diversity is also increasingly taken into account and reflected upon, albeit with varying emphasis on the differing dimensions of diversity, given that genuinely intersectional perspectives via which these are linked only occur in isolated and rudimentary cases. With regard to inclusiveness in the gender-related dimension, the overall picture of the textbook sample under analysis here is a heterogeneous one; further, the incorporation of LGTBQIA+ perspectives remains insufficient. Nevertheless, the textbooks examined here do show increasing critical reflection on the social discrimination of different groups, and, ultimately, we do observe a significant trend towards a more pronounced consideration and representation of different social groups and minorities. 
Gender Report 2020: A New Generation; 25 Years of Efforts for Gender Equality in Education (Global Education Monitoring Report) Année de publication: 2020 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team Building on the 2020 Global Education Monitoring Report, this report investigates how inclusion in education can advance gender equality in and through education, which is critical to make progress towards gender equality in society. The goal of gender equality is, of course, not new. It was enshrined in the 1979 Convention on the Elimination of All Forms of Discrimination Against Women and was at the core of the 1995 Beijing Declaration and Platform for Action, whose 25th anniversary is marked in 2020.