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An Introduction to Global Learning: Guidance for Schools Année de publication: 2017 Auteur institutionnel: Global Learning Programme (GLP) | Centre for Global Education (CGE) This document aims to provide guidance to schools on how to enhance global learning as a whole school approach in primary, post primary and special schools through curriculum teaching and learning. 
A Whole School Approach to Global Learning: Guidance for Schools Année de publication: 2017 Auteur institutionnel: Global Learning Programme (GLP) | Centre for Global Education (CGE) This guidance document has been created to follow on from the ideas provided in the previous publication, An Introduction to Global Learning: Guidance for Schools. This document focuses on whole school approaches to global learning which connect learning and reveal interconnections between issues, concepts and realities in our world. Whole school approaches move beyond the dedication of one or two motivated teachers and arrive at a team approach, involving both teaching and non-teaching staff and the wider school community. Evidence from best practice suggests this approach will achieve the greatest global learning outcomes across the school and will better support wider school improvement. 
The Global Learning Programme: Celebrating Achievement; A Selection of Case Studies and Quotes from England, Northern Ireland, Scotland and Wales Auteur institutionnel: Global Learning Programme (GLP) The Global Learning Programme has achieved unprecedented success in its reach to schools across the United Kingdom, with over 10,000 schools registered, and more than 40,000 teachers and 500,000 pupils involved. A high proportion of schools that engaged with the programme had not been involved with global learning previously, and there is a high percentage of positive impact recorded in schools all across the UK. Each of the programmes, in England, Northern Ireland, Scotland and Wales, has a range of case studies and other evidence from schools on their websites. Here is gathered together a small selection of these and a range of quotes that show glimpses of what has been achieved, the diversity of the schools, and the benefits and impact of global learning. 
[Resumen] Resumen del informe de seguimiento de la educación en el mundo 2020: Inclusión y educación; Todos sin excepción Année de publication: 2020 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team En el Informe de Seguimiento de la Educación en el Mundo 2020 se examinan los mecanismos sociales, económicos y culturales que discriminan a niños, jóvenes y adultos desprotegidos, manteniéndolos excluidos de la educación o marginados dentro de ella. Estimulados por su compromiso de hacer realidad el derecho a la educación inclusiva, los países están ampliando su visión de la inclusión en la educación y otorgando a la diversidad un lugar central en sus sistemas. Sin embargo, la aplicación de leyes y políticas bienintencionadas suele flaquear. El informe, publicado a principios del decenio de acción que culmina en 2030 y en el contexto de la crisis de Covid-19 que ha exacerbado las desigualdades subyacentes, sostiene que la resistencia a atender las necesidades de todos los educandos es una verdadera amenaza para el logro de los objetivos mundiales de educación. [Résumé] Résumé du rapport mondial de suivi sur l’éducation 2020: Inclusion et éducation; Tous, sans exception Année de publication: 2020 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team L’édition 2020 du Rapport mondial de suivi sur l’éducation examine les mécanismes sociaux, économiques et culturels qui discriminent les enfants, les jeunes et les adultes défavorisés, les tenant à l’écart de l’éducation ou les marginalisant en son sein. Encouragés par leur engagement à réaliser le droit à l’éducation inclusive, les pays élargissent leur vision de l’inclusion dans l’éducation afin de placer la diversité au cœur de leurs systèmes. Pourtant, la mise en œuvre de lois et de politiques bien intentionnées échoue souvent. Publié au début de la décennie d’action à l’horizon 2030, et en pleine crise de COVID-19 qui a exacerbé les inégalités existantes, rapport affirme que la résistance à la prise en compte des besoins de chaque apprenant constitue une menace réelle pour la réalisation des objectifs mondiaux d’éducation. [요약문] 세계 교육 현황 보고서 요약본 2020: 포용과 교육; 모두는 모든 이를 의미한다 (All Means All) Année de publication: 2020 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team 『2020 세계 교육 현황 보고서』는 취약계층 아동, 청소년 및 청년을 차별하여 교육에서 배제시키거나 소외시키는 사회적, 경제적, 문화적 메커니즘을 살펴본다. 포용적 교육에 대한 권리를 실현하겠다는 약속에 힘입어 모든 국가는 다양성을 교육제도의 핵심에 두기 위해 포용에 대한 비전을 확대하고 있다. 그러나 선의의 법과 정책의 시행은 종종 비틀거리곤 한다. 2030년까지 10년간의 실행이 시작되는 시점이자 근본적인 불평등을 악화시킨 코로나19 위기의 중간에 발표된 이 보고서는 모든 학습자의 요구를 해결하는 것에 대한 저항이 세계 교육 목표를 달성하는데 실질적인 위협이라고 주장한다. 『포용과 교육: 모두는 모든 이를 의미한다(ALL MEANS ALL)』는 거버넌스와 재정, 교육과정, 교과서 및 평가, 교사 교육, 학교 인프라, 그리고 포용의 과정을 밝힐 수 있는 학생, 학부모, 지역사회와의 관계 등에서 많은 실천들을 확인할 수 있다. 이 보고서는 학습자의 다양성을 사회적 응집력으로 만들기 위한 정책 권고안을 제공한다. 
Principes directeurs à l'attention des éducateurs pour combattre l'intolérance et la discrimination à l'encontre des musulmans: aborder l'islamophobie à travers l'éducation Année de publication: 2013 Auteur institutionnel: UNESCO | OSCE. Office for Democratic Institutions and Human Rights | Council of Europe Intolerance and discrimination against Muslims are not new phenomena. However, they have evolved and gained momentum in recent years, particularly under conditions of the “war on terror”, the global economic crisis, anxieties about national identity and difficulties in coping with the increased diversity in many societies. Such developments have contributed to a growth in resentment and fear of Muslims and Islam that often been fuelled by sections of the media and by some political discourse. Muslims are often portrayed as extremists who threaten the security and well-being of others.These stereotypes have impact not only on young people but also on their parents, as well as on teachers and other education professionals. This presents a new challenge for educators. While teachers cannot be expected to resolve the political and social tensions among communities, they can play a central role in shaping the attitudes and behaviours of young people. The actions and approaches adopted by teachers and school administrators can be crucial in promoting respect for diversity and mutual understanding, both in schools and in society.Developed by OSCE/ODIHR, the Council of Europe and UNESCO, these Guidelines aim to support educators in countering intolerance and discrimination against Muslims. They are intended for a wide audience, including teachers, principals and head teachers, education policymakers and officials, teacher trainers, teacher unions and professional associations, and NGOs. The Guidelines are relevant for both primary and secondary education and can also be used in non-formal education settings. 
Outre-Mur: Les hommes construisent trop de murs et pas assez de ponts; Dossier pédagogique Année de publication: 2017 Auteur: Julie Bijnens | Lucie Desaubies | Fanny Gosset | Hélène Pochet Auteur institutionnel: Institut des Hautes Études des Communications Sociales (IHECS) | Annoncer la Couleur (ALC) Le dossier pédagogique Outre-Mur a été réalisé dans le cadre d’un mémoire médiatique de fin d’études à l’IHECS (Institut des Hautes Études des Communications Sociales); à Bruxelles|. Hélène; Lucie; Fanny et Julie sont étudiantes en dernière année dans l’option “Animation Socioculturelle et Éducation Permanente”. Leur intérêt commun pour la problématique des murs frontières les a réunies autour de ce projet ambitieux. Étant préoccupées par le respect des droits de l’homme et des libertés individuelles; la problématique les a interpellées. Cet outil a été développé en collaboration avec Annoncer la Couleur, programme fédéral d’éducation à la citoyenneté mondiale qui propose aux (futurs) enseignants des démarches pédagogiques participatives pour aborder avec les élèves des questions de citoyenneté mondiale. Riche de son expérience pédagogique, le programme vise à éveiller et former les élèves aux interdépendances mondiales et les incite à agir en citoyens responsables, conscients de l’importance de la solidarité internationale, et à contribuer à un monde plus juste et plus durable. 
Le réSEAU en action: Citoyens du monde connectés pour le développement durable: guide à l'intention des enseignants Année de publication: 2017 Auteur institutionnel: UNESCO Le guide à l’intention des enseignants : donne aux élèves une idée de ce que signifie pour eux « devenir des citoyens du monde » ainsi que des suggestions pour contribuer au développement durable ; propose des idées d’activités en classe pour aider les élèves du secondaire à développer des connaissances, des compétences, des valeurs, des attitudes et des comportements en faveur de l’ECM et de l’EDD ; présente une sélection d’activités sur l’ECM et l’EDD mises en œuvre par les écoles du réSEAU du monde entier. 
주요 외국의 환경교육 비교 연구 Année de publication: 2018 Auteur: 김찬국 | 이선경 | 김남수 | 민경석 | 황세영 | 이은주 | 김태연 | 강진영 Auteur institutionnel: 대한민국 환경부 | 한국환경교육학회 이 연구는 유엔 지속가능발전교육 10년(UN DESD: 2005~2014)이 종료된 시점에서 국제기구와 주요 외국의 환경교육 분야에서 최근 나타나는 변화에 대한 종합적인 이해가 필요한 상황에서 시작되었다.특히 최근 환경교육 분야의 축적된 경험과 논의를 바탕으로 각국의 환경 및 교육상황에 부합하여 환경교육 법·제도 등을 정비하려는 노력이 국제 사회에서 이루어지고 있다는 점에 주목하였다. 이 조사 연구는 아시아, 유럽, 북미와 남미에 위치한 10개국(일본, 중국, 대만, 싱가포르, 호주, 영국, 독일, 미국, 캐나다, 브라질)을 대상으로 환경교육 현황을 조사하고 비교분석과 발전방향을 제시한다. 아울러 국제기구인 UNEP와 UNESCO의 환경교육 정책과 실행 방식도 함께 살펴보았다. Part I에는 주요 외국 10개국의 환경교육 상황과 UNESCO, UNEP의 환경교육 정책을 수록하였고, Part II에서는 각국의 환경교육을 비교 분석하고 있다.