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.
3,380 résultats trouvés
Educate for Global Citizenship Année de publication: 2020 Auteur: Augusto Ibañez | Pedro Aguado | José Alberto Mesa | Adair Sberga Auteur institutionnel: Grupo SM This video seeks to understand the concept of global citizenship and its importance for the transformation of Catholic education, as well as to present good practices in education for global citizenship. Educar para la Ciudadanía Global Année de publication: 2020 Auteur: Augusto Ibañez | Pedro Aguado | José Alberto Mesa | Adair Sberga Auteur institutionnel: Grupo SM En este video se busca comprender del concepto de ciudadanía global y su importancia para la transformación de la educación católica, así como conocer buenas prácticas en educación para la ciudadanía global. 
Sustainable Cities Année de publication: 2017 Auteur institutionnel: Organization of American States (OAS) Portal with multimedia content about six fundamental components of a sustainable city, proposed by the Sustainable Cities program of the OAS: - Alternative energy sources - Sustainable urban transport - Resilience to natural disasters - Waste management - Management of water resources - Climate and urban management. Ciudades sostenibles Année de publication: 2017 Auteur institutionnel: Organization of American States (OAS) Portal con contenido multimedia en el que se hace un acercamiento a seis componentes fundamentales de una urbe sostenible, planteados desde el programa Ciudades Sostenibles de la OEA: - Fuentes de energía alternativa - Transporte urbano sostenible - Resiliencia a desastres naturales - Gestión de residuos - Gestión del recurso hídrico - Clima y gestión urbana. 
세계시민교육과 국제 바칼로레아의 지리교육과정 (국토지리학회지; Vol. 53, No. 4) Année de publication: 2019 Auteur: 김부성 Auteur institutionnel: 국토지리학회 본 연구는 ‘세계시민교육(국제이해교육)’의 관점에서 ‘국제 바칼로레아’의 지리교육과정을 검토해본다. 세계시민교육은 세계화의 도전에 대한 커리큘럼 대응책으로 국제적· 상호 문화적· 세계적인 감수성, 지식, 의사소통 및 이해를 촉구한다. 즉 세계시민교육은 미래의 세계시민을 육성하는 것이다. 1968년에 설립된 국제 바칼로레아(현재 IB, 예전엔 IBO)는 비영리 교육재단으로 세계시민교육(국제이해교육)을 위한 4종류의 프로그램을 제공한다. 국제 바칼로레아재단의 공인을 받은 학교만이 이 프로그램을 운영할 수 있으며 세계 150여 개국에 공인 받은 5,000 여 개의 IB 학교가 있고, 일종의 대학입학자격증인 국제 바칼로레아 디플로마는 세계 많은 대학에서 인정해주고 있다. 국제 바칼로레아는 높은 수준의 교육수준과 학생들의 성취도 뿐 만 아니라 문화 간 이해와 존중을 강조하는 것으로 유명하다. 국제 바칼로레아 디플로마 과정에서 ‘개인과 사회’ 라는 그룹 중의 하나로 선택하는 지리 교과과정은 주제(계통지리)별로, 인간에 초점을 맞추어 조직되어 있고 다루는 범위는 전 세계를 망라한다. 그 핵심에는 인구, 환경, 자원 과 발전이라는 상호 연관된 주제들이 있다. 국제 바칼로레아 지리과정의 주요목적은 학생들에게 세계적인 시각을 갖추게 하고 세계의 상호의존성 에 대해 인식하며 당면한 세계 문제를 분석함에 있어 지리의 유용성을 평가할 수 있는 능력을 개발하는 것이다. Global Citizenship Education and Geography Curricula in International Baccalaureate (Geographical Journal of Korea; Vol. 53, No. 4) Année de publication: 2019 Auteur: Boosung Kim Auteur institutionnel: Korean Association of Professional Geographers This study aims to examine the geography curricula in International Baccalaureate(IB) from the viewpoint of ‘Global Citizenship Education(GCE)’. GCE purports to address the challenges of globalization through curricular that promote international, intercultural, and global sensitivity, knowledge, communication, and understanding. In short, GCE is concerned with educating the global citizens of tomorrow. Founded in 1968, IB(formerly IBO) is a non-profit educational foundation offering four highly respected programmes of International Education. The IB has a presence in over 150 countries throughout the world. IB World Schools must be authorized, by the IB organization, to offer any of the programmes and universities worldwide recognize the strength of IB Diploma Programme. The IB has a hard-earned reputation not only for high standards of teaching and student achievement, but also for intercultural understanding and respect it promotes. As part of the curriculum group ‘Individuals and Societies’, geography is thematic (systematic) in organization, human in focus, global in coverage. At its core are the interrelated themes of population, environment, resources and development. The aims of geography course in IB are to enable students to develop a global perspective and a sense of world interdependence and to appreciate the relevance of geography in analysing contemporary world issues. 
The Relationship Between the Culture of Care and Global Citizenship Année de publication: 2020 Auteur: Bernardo Toro | José Laguna | Zenovia Gamarra | Jackson Almonte Auteur institutionnel: Grupo SM This video explores the relationship between the culture of care and education for global citizenship with references to Catholic education. 
Human rights: questions and answers Année de publication: 2009 Auteur: Leah Levin Auteur institutionnel: UNESCO This 5th edition presents an overview of the scope and content of international human rights law, procedures to monitor its implementation, organizations and institutions working for human rights, major international events, as well as new developments and challenges. It also offers a brief commentary on the articles of the Universal Declaration of Human Rights explaining their meaning and providing examples on their practical implications. A permanent feature of this publication, and one of the reasons of its success, are the cartoons of Plantu, a well-known French political cartoonist and a devoted human rights activist. 
World social science report, 2016: Challenging inequalities; pathways to a just world Année de publication: 2016 Auteur institutionnel: UNESCO Never before has inequality been so high on the agenda of policy-makers worldwide, or such a hot topic for social science research. More journal articles are being published on the topic of inequality and social justice today than ever before. This Report draws on the insights of over 100 social scientists and other thought leaders from all over the world, across various disciplines, to emphasize transformative responses to inequality at all levels, from the grass roots to global governance. Too many countries are investing too little in researching the long-term impact of inequality on the sustainability of their economies, societies and communities. Unless we address this urgently, inequalities will make the cross-cutting ambition of the Sustainable Development Goals (SDGs) to ‘leave no one behind’ by 2030 an empty slogan. 
Building Back Equal: Girls Back to School Guide Année de publication: 2020 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) | Plan International | United Nations Girls' Education Initiative (UNGEI) | Malala Fund The guide provides targeted inputs to ensure continuity of learning during school closures, and comprehensive, timely and evidence-based plans for reopening schools in a way that is safe, gender-responsive and child-friendly, and meets the needs of the most marginalised girls. This guide emphasizes an approach to ‘build back equal’ through gender-responsive measures that transform education systems, prioritise resilience and address the key bottlenecks and barriers to girls’ education, including: Gender-responsive data and evidence to inform action, including data disaggregated by sex and gender-responsive monitoring to identify promising practices to promote gender equality. Policies, laws and plans to advance girls’ rights, including the removal of discriminatory practices that impede girls’ educational participation and completion, and ability to apply their learning. Sustained financing to achieve results, protecting education financing for girls’ education, alongside health, social protection and economy recovery initiatives with an equity lens.