Ressources
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Understanding Multicultural Education and Global Citizenship Education: Characteristics, Conceptual Relations and Educational Implications (Journal of Korean Education; Vol. 40, No. 3) Année de publication: 2013 Auteur: Jinhee Kim | Jinhee Kim Auteur institutionnel: Korean Educational Development Institute (KEDI) Thanks to the impact of globalized educational discourses and the resulting changes, much attention has been paid to multicultural education and global citizenship education in Korea. This study attempted to demonstrate the characteristics and conceptual relations of similarity and differences between multicultural education and global citizenship education. Finally, the study sought to produce educational implications and policy recommendations in response to a change in global education discourse and the accompanying practices. The major findings of the study showed that multicultural education and global citizenship education could be conceptualized as mechanisms for “learning to live together,” emphasizing diversity, equality and involvement in a global community. This type of education should be promoted while espousing an epistemology of lifelong learning, not only within the formal education system, but also in society as a whole. Despite the differences between multicultural education and global citizenship education, both fields are capable of continuously complementing each other. The study shows that multicultural education and global citizenship education emphasize critical reflection and engagement (praxis) by the learner rather than the formulation of knowledge and skills. It was argued that teacher education and teacher training is a very important part of nurturing multicultural education and global citizenship education in practice, which can bring about changes for the better in the current field of education. As democratic citizenship education, both educations could play an important role in reshaping Korean education. 다문화교육과 세계시민교육의 담론과 함의 고찰 (한국교육; Vol. 40, No. 3) Année de publication: 2013 Auteur: 김진희 | 허영식 Auteur institutionnel: 한국교육개발원 본 연구는 전 지구적 이동(global mobility)이 증대하고 세계간 상호 영향력이 심화되는 오늘날, 글로벌교육의 주요 교육 영역으로서 새롭게 주목받는 다문화교육과 세계시민교육의 특징 및 그것의 교육적 함의를 고찰하는데 목적을 둔다. 이를 위해 다문화교육과 세계시민교육의 담론 동향을 각각 분석하고, 다문화교육과 세계시민교육이 조우할 경우 개념적·교육 실천적 측면에서 나타나는 유사성과 특수성 등 제 관계를 분석하였다. 현재 우리나라의 교육 지형은 글로벌화･다문화 맥락이 투영되면서 조금씩 변화하고 있으나, 여전히 교육 현장의 교육자들은 다문화교육과 세계시민교육의 다양한 언표들로 인해서 개념적 혼란을 겪으며 그것의 실천 방안에 물음표를 제기하고 있는 것이 사실이다. 이에 본 연구는 두 교육개념의 이론적 윤곽을 정교화하고, 이해의 지평을 넓히고자 한다. 마지막으로 본고는 다문화교육과 세계시민교육은 새로운 시대의 교육적 필요와 학습자의 다변화된 수요를 능동적으로 반영할 수 있도록, 단순히 학령기의 정규 교육체제에서 뿐만 아니라 평생학습차원에서도 지속적으로 외연을 확장해야 할 것을 주장한다. 
Development Education in Theory and Practice: An Educator’s Resource Année de publication: 2016 Auteur: Michal Cenker | Louiza Hadjivasiliou | Patrick Marren | Niamh Rooney Auteur institutionnel: UNIDEV | NGO Support Centre (Cyprus) | Pontis Foundation (Slovakia) | Kimmage Development Studies Centre (Ireland) This publication has been produced to provide a new teaching resource for academics and educators active in the field of Development Education and related disciplines. It covers twelve themes, each chapter includes both a conceptual overview and a teaching methodology section. The conceptual overview introduces the topic, explores the key concepts, theories and current debates. The teaching methodology section gives educators a set of tools that could help them introduce the topic in both formal and non-formal settings. 
UNESCO 2018 Asia-Pacific Youth Evaluation Report Année de publication: 2020 Auteur: Rebecca Barr | Sue Vize Auteur institutionnel: UNESCO Bangkok In March 2019 UNESCO conducted the first ever “youth evaluation” of the youth programmes implemented during 2018. This evaluation is a pilot for integrating youth-led evaluation as part of UNESCO’s programming cycle as part of our commitment to meaningfully engaging with youth.This evaluation was developed by UNESCO staff in partnership with youth who have been involved in UNESCO’s work in a variety of ways. It consists of three parts: an online survey, focus group discussions and stories written by young people about their experiences being part of a UNESCO project. 
Personalized Learning within Teacher Education: A Framework and Guidelines Année de publication: 2020 Auteur institutionnel: UNESCO International Bureau of Education (IBE) This paper explores the theoretical and practice elements that together inform the concept of personalised learning. These insights are then used to develop a Framework for Personalized Learning within Teacher Education. In addition, the final chapter outlines pedagogical strategies to support the development of personalised learning that were tested during the project within the participating universities.The Framework and Guidelines are intended for use by to teacher educators and their students, as well as by teachers and students in schools, to support the on‐going shift towards a personalised learning and collaborative paradigm which forefronts learner agency and autonomy and encourages learners of all ages to assume increased responsibility for their own learning and achievements. 
Easy Steps to Help Your Child Become a Digital Citizen Année de publication: 2020 Auteur: Janice Richardson | Veronica Samara Auteur institutionnel: Council of Europe A guide to help you use your experience as a citizen to guide your children on their path towards digital citizenship.Young people today inhabit a world that has been transformed by digital technologies, effortlessly enabling connectedness through social media and access to vast quantities of information. Making sense of this hyper rich information and engaging effectively and responsibly poses a whole set of new challenges for educators as they seek to prepare young people as citizens, exercising their rights and participating effectively in the affairs of the community.Parents, and “non-tech” grandparents too, can help children become digital citizens. In this guide, we explain some of the easy steps to follow, to help children master what it takes to act responsibly and respectfully online. 
L'éducation aux droits de l'homme dans les systèmes scolaires d'Europe, d'Asie centrale et en Amérique du Nord: un recueil de bonnes pratiques Année de publication: 2009 Auteur institutionnel: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) “L'Éducation aux Droits de l'Homme dans les systèmes scolaires de l'Europe, l'Asie centrale et en Amérique du Nord: Un Recueil de Bonnes Pratiques" est une compilation de 101 exemples de bonnes pratiques dans l'éducation aux droits de l'homme dans les écoles primaires, les écoles secondaires et les établissements de formation des enseignants de l'Organisation pour Sécurité et la Coopération dans la zone Europe (OSCE), qui est également couvert par l'Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO), le Bureau du Haut Commissariat des Nations Unies aux Droits de l'Homme (HCDH) et, en partie, la situation géographique mandat du Conseil de l'Europe (CoE). Le terme «éducation aux droits de l'homme» est souvent utilisé dans cette ressource dans un sens plus large, pour inclure également l'éducation à la citoyenneté démocratique et l'éducation pour le respect et la compréhension mutuelle, qui sont toutes basées sur les normes des droits humains internationalement convenus. Ces trois domaines sont considérés comme interconnectés et essentiel dans les systèmes éducatifs afin de préparer les jeunes à être des participants actifs, responsables et dans leur communautés, ainsi qu'aux niveaux national et mondial. L'éducation aux droits de l'homme a été défini comme l'éducation, la formation et de l'information visant à la construction d'une culture universelle des droits de l'homme. Une formation approfondie dans les droits de l'homme fournit non seulement des connaissances sur les droits humains et les mécanismes qui les protègent, mais confère également les compétences nécessaires pour promouvoir, défendre et appliquer les droits de l'homme dans la vie quotidienne. L'éducation à la citoyenneté démocratique met l'aCECnt sur les pratiques et les activités visant à aider les jeunes et les adultes à jouer un rôle actif dans la vie démocratique et à exercer leurs droits et responsabilités dans la société de l'éducation. L'éducation pour le respect et la compréhension mutuelle met en évidence le respect de soi, respect des autres, et l'amélioration des relations entre les gens de différentes traditions culturelles. Ce livre vise à soutenir l'enseignement de qualité dans ces domaines et d'inspirer les décideurs éducatifs (ceux qui travaillent dans les ministères de l'éducation et les conseils scolaires locaux) et les administrateurs, les enseignants, les formateurs d'enseignants, les éducateurs non formels et tous les autres acteurs intéressés, ainsi que pour faciliter la mise en réseau et l'échange d'expériences entre les professionnels de l'éducation. Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки: сборник примеров успешных практик Année de publication: 2009 Auteur institutionnel: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Сборник примеров успешных практик «Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки» включает 101 пример успешных практик в сфере образования в области прав человека в начальной, средней школе и в педагогических учебных заведениях в регионе ОБСЕ, на который также распространяются полномочия ЮНЕСКО, УВКПЧ ООН и, частично, географический мандат СЕ.Настоящее издание состоит из пяти основных разделов:Раздел I. Законодательные акты, руководящие принципы и стандарты; Раздел II. Подходы и практики улучшения учебной атмосферы; Раздел III. Учебные пособия для преподавателей и учащихся; Раздел IV. Повышение квалификации преподавателей; Раздел V. Методы оценки.Образование в области прав человека определяют как образование, обучение и информирование, направленное на формирование всеобщей культуры прав человека. Комплексное образование в области прав человека дает не только знания о правах человека и действующих механизмах их защиты, но и навыки, необходимые для продвижения, защиты и реализации прав человека в повседневной жизни. Воспитание демократической гражданственности нацелено на осуществление образовательных практик и мероприятий, призванных помочь молодым людям и взрослым принимать активное участие в жизни общества, основанного на принципах демократии, а также осуществлять свои права и обязанности в обществе. Воспитание в духе взаимного уважения и понимания подчеркивает важность самоуважения, уважения других людей и улучшения отношений между людьми, представляющими различные культурные традиции.Настоящая книга задумана как средство поддержки качества обучения в этих областях, как стимул для лиц, ответственных за формирование политики в области образования (сотрудников министерств образования и местных школьных советов), директоров, учителей, преподавателей педагогических учебных заведений, преподавателей, специалистов неформальной сферы образования и всех других заинтересованных лиц, а также как инструмент, содействующий формированию сетей и обмену опытом между специалистами в сфере образования. 
A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea Année de publication: 2019 Auteur institutionnel: APCEIU The Asia-Pacific Centre of Education for International Understanding published a report titled "A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea". In the recognition of the need for an analysis on the status of implementation for the effective and systematic implementation of Global Citizenship Education (GCED) in the Republic of Korea, APCEIU conducted a study on the status of the implementation of GCED embedded in the curriculum of primary and secondary schools in 2018. As a follow-up study, this research paper examines the practice of civic education in the field of lifelong learning for adults and the formation, status and implementation process of GCED in which it appears and explores the potential for activation. 평생교육 내 세계시민교육 이행현황 연구 Année de publication: 2019 Auteur institutionnel: APCEIU 유네스코 아태교육원은 “국내 평생교육 내 세계시민교육 이행현황 연구” 보고서를 발간하였다. 동 교육원은 국내 세계시민교육의 효과적이고 체계적인 이행을 위해서는 이행현황 분석연구가 필요함을 인식하여, 2018년에는 유ㆍ초중등학교 교육과정에 담긴 세계시민교육의 국내 이행현황을 연구하였다. 본 연구보고서는 이 작업에 대한 후속 연구로서 성인을 대상으로 하는 평생교육 영역에서의 시민교육 실천양상 및 그 안에서 나타나는 세계시민교육의 형성, 현황 및 이행과정을 검토하고 잠재적 활성화 가능성에 대해 탐색한다.