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.
3,432 résultats trouvés
Development of Global Citizenship Education Competence Scale for Early Childhood Teacher (The Journal of Korean Teacher Education; Vol.35, No.4) Année de publication: 2018 Auteur: Jeoungsook Kim | Kyeonghwa Lee Auteur institutionnel: Korean Society for the Study of Teacher Education The study aims to develop a scale to identify and measure the early childhood teacher’s competence for global citizenship education. In order to construct the factors of the teacher’s competence for global citizenship education, conceptualization of the competence was made based on the review of literatures, and then the preliminary scale was constructed through 3 time-Delphi survey of 34 expert panels. The content analysis and statistical analysis (content validity, consensus, and convergence) of the data collected through the Delphi survey revealed that the final version of the scale with 2 domains, 5 factors and 33 items was derived. Then, in order to validate the final version of the scale, the tests with early childhood teachers were carried out. The data collected through the final test of 294 early childhood teachers were statistically analyzed through the ratio of content reliability, validity, and reliability. The analysis was confirmed that the scale was a valid and reliable instrument for measuring the early childhood teacher’s competence for global citizenship education. In conclusion, the scale developed in this study consisted of two domains: the competence as a global citizen and the competence as a early childhood teacher to carry out global citizen education for young children. The global citizenship competence consists of 3 factors and 20 items, and the global citizenship education competence for young children consists of 2 factors and 13 items. Lastly, the possibility of using the scale for early childhood teacher education was discussed. 
The CapED Programme: Annual Report 2019 Année de publication: 2020 Auteur institutionnel: UNESCO UNESCO is the United Nation’s specialized agency for education and is mandated to lead and coordinate progress towards Sustainable Development Goal 4 – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.The CapED Programme is central to delivering on this mandate through capacity development. It mobilizes UNESCO’s worldwide network of specialized Institutes and offices and works with partners to assist countries as they develop and implement national plans to deliver on SDG4 commitments.The Annual Report 2019 provides information on achievements and progress made in the 26 countries where CapED is operational. Programme CapED: rapport annuel 2019 Année de publication: 2020 Auteur institutionnel: UNESCO Institution spécialisée des Nations Unies pour l'éducation, l'UNESCO est chargée de conduire et de coordonner les efforts entrepris pour atteindre l'Objectif de développement durable 4 : « Assurer l'accès de tous à une éducation de qualité, sur un pied d'égalité, et promouvoir les possibilités d'apprentissage tout au long de la vie ».Le Programme CapED de développement des capacités pour l'éducation joue un rôle central dans l'exercice de ce mandat. Il mobilise le réseau mondial des instituts spécialisés et des bureaux de l'UNESCO et, en collaboration avec ses partenaires, aide les pays à élaborer et mettre en oeuvre leurs plans nationaux afin d'honorer les engagements qu'ils ont pris au titre de l'ODD 4.Le Rapport annuel 2019 met en lumière les résultats obtenus et les progrès accomplis dans les 26 pays où le Programme CapED intervient. 
A Study on the Support Methods of Education for Sustainable Development in Connection with Global Citizenship Education (Journal of Education & Culture; Vol.24, No.4) Année de publication: 2018 Auteur: Youngsoon Kim | Hyunhee Yoon Auteur institutionnel: Inha University. Education Research Institute The purpose of this study is to explore supportive measures for revitalizing education for sustainable development linked to global citizenship education and to discuss the practical ways of activation in educational field. The researchers interviewed nine experts on global citizenship education and education for sustainable development for the project. It also collected opinions on how to promote sustainable development education linked to global citizenship education. As a result of the research, experts have presented three tasks as a support measure for promoting sustainable development programs associated with global citizenship education. It was to provide classroom support, enhance teacher skills, and establish a network of related institutions. To improve the quality of the classes, practical operational materials are required, such as textbooks, supplementary materials, and the development of class models and programs. In addition, systematic and continuous training is required to enhance the capabilities of teachers. Lastly, it is necessary to share roles of education-related organizations, such as the Education Ministry, education office, civic groups, local governments and schools, and to establish a network system. Based on the above research results, the Commission discussed future tasks required to support the promotion of sustainable development programs related to international citizens ' education. 세계시민교육 연계 지속가능발전교육활성화를 위한 지원방안 탐색 (교육문화연구; Vol.24, No.4) Année de publication: 2018 Auteur: 김영순 | 윤현희 Auteur institutionnel: 인하대학교 교육연구소 이 연구의 목적은 세계시민교육 연계 지속가능발전교육 활성화를 위한 지원방안을 탐색하여 교육 현장에서의실제적인 활성화 방안을 논의하고자 하는데 있다. 연구 수행을 위해 환경, 사회･문화, 경제, 시민교육 등의 영역별로구성된 9명의 전문가 인터뷰를 실시하였다. 이를 통해 세계시민교육과 지속가능발전교육 활성화를 위한 지원 방안에대한 의견을 수렴하였고, 매트릭스 분석법을 활용하여 코딩 및 해석을 실시하였다.연구 결과, 전문가들은 세계시민교육 연계 지속가능발전교육 활성화를 위한 지원방안으로 수업 지원, 교사 역량강화, 관련 기관 네트워크 구축의 3가지 과제를 제시하였다. 세계시민교육 연계 지속가능발전교육을 위한 수업의질을 높이기 위해서는 관련 교과서나 보충교재, 수업모델 및 프로그램 개발을 통해 실제적인 운영 자료가 제공될필요가 있다. 또한, 수업을 운영하는 교사의 역량을 강화할 수 있는 교사 연수가 체계적이고 지속적으로 이루어져야한다. 마지막으로 교육부, 교육청, 시민단체, 지방자치단체, 학교 등 교육 관련 기관들의 역할 분담과 네트워크 체제구축이 필요함을 강조하였다. 이상의 연구결과를 바탕으로, 세계시민교육 연계 지속가능발전교육 활성화 지원을위해 앞으로 요구되는 추후 과제에 대해 논의하였다. 
A Study on Contextualization of Global Education Agenda: Focusing on Education Policies of Global Citizenship Education in South Korea (The Journal of Korean Education; Vol.46, No.3) Année de publication: 2019 Auteur: Insun Jeon Auteur institutionnel: Korean Educational Development Institute (KEDI) This study aims to provide a concrete discussion on contextualization of global education agenda with the case of Global Citizenship Education(GCED) policies in South Korea.Design/Methodology: With a theoretical approach based on neoinstitutionalism, this study investigates influential factors in determining the direction and key words of GCED policies in policy-making process. Policy documents of Ministry of Education, the local education authority of Seoul city, Kyeonggi-province, Incheon city and the Asia-Pacific Centre of Education for International Understanding of UNESCO, and the speeches of key stakeholders such as presidents, ministers and superintendents from 2014 to April 2019 are analyzed by using KHcoder for text mining and mapping. Semi-structured interviews are conducted with experts to supplement the text analysis.Findings/Result: The result shows that the influence of key stakeholders on directing GCED policies is significant. By and large, GCED is re-defined by purpose in the socio-political context of South Korea, which contributes to the expansion of GCED but also results in inconsistency and fragmentation.Value: This study shows a limit of the top-down approach to GCED policy decisions, and the necessity to allow more bottom-up proposals, transparency of the policy-making process, the participation of diverse groups and ongoing discussions focusing on the process of contextualization for future GCED. 국제교육의제의 지역적 맥락화에 대한 고찰: 한국의 세계시민교육 정책을 중심으로 (한국교육; Vol.46, No.3) Année de publication: 2019 Auteur: 전인선 Auteur institutionnel: 한국교육개발원 본 연구는 한국의 세계시민교육 정책을 통해 국제교육의제의 지역적 맥락화의 구체적인 사례와 논의의 발전가능성을 제시하고자 하였다. 신제도주의에 기반을 둔 이론적 접근방식을 통해, 세계시민교육정책의 핵심주제와 연계정책 결정에 영향을 미친 요인을 분석하였다. 연구방법으로는 KHcoder를 이용하여 2014년부터 2019년 4월까지의 서울특별시, 경기도, 인천광역시교육청의 세계시민교육 관련 정책자료와 유네스코 아시아태평양 국제이해교육원의 문서, 교육부 보도자료, 대통령, 교육부장관, 차관, 교육감 등 주요인사의 공식 발언 자료를 분석하고, 전문가 그룹과의 반구조면담을 통해 분석내용을 검증･보완하였다. 분석결과, 한국은 정책결정권자가 세계시민교육 정책의 핵심주제와 방향 설정에 미치는 영향이 매우 크며, 세계시민교육의 역할과 개념이 한국의 사회･정치적 맥락에서 목적 중심으로 재정립되는 것으로 나타났다.하향식 정책결정구조를 통해 이뤄진 ‘목적’ 중심의 세계시민교육의 맥락화는 양적팽창에는 긍정적으로 작용하였으나, 결정권자가 변경됨에 따라 생기는 정책의 비일관성과 파편화를 야기했다. 따라서 본 연구는 앞으로의 세계시민교육의 맥락화는 ‘목적’이 아닌 ‘과정’에 초점을 두어야하며, 이를 위해 정책구조의 개선을 통한 활발한 상향식 담론 생산과 정책결정과정의 투명성 보장과 다양한 그룹의 공식적인 참여, 그리고 지속적이고 공개적인 성찰이 필요하다. 유아교사의 세계시민교육 역량 척도 개발 (한국교원교육연구; Vol.35, No.3) Année de publication: 2018 Auteur: 김정숙 | 이경화 Auteur institutionnel: 한국교원교육학회 본 연구는 유아교사가 갖추어야 할 세계시민교육 역량을 측정할 수 있는 도구를 개발하는 데 목적을 두었다. 문헌 고찰을 바탕으로 유아교사의 세계시민교육 역량 요인을 구성한 후, 3 회에 걸친 34명 전문가 패널의 델파이 조사를 통해 척도 시안을 구성하였다. 1차 개방형 조 사와 2차 및 3차의 5점 척도형 조사를 통해 수집된 자료를 분석한 결과, 2개 영역, 5요인, 33 개 요소 및 문항으로 구성된 척도의 최종시안이 도출되었다. 척도의 최종시안을 타당화하기 위하여, 유치원 및 어린이집 재직 중인 유아교사를 대상으로 예비조사 및 본조사를 실시하였 다. 60명의 유아교사를 대상으로 실시한 예비조사와 294명의 유아교사로부터 얻은 본조사 자 료를 바탕으로 문항양호도, 구인타당도, 신뢰도 등 통계적 분석을 실시한 결과, 유아교사의 세계시민교육 역량을 측정하는 도구로서 양호한 척도임을 확인하였다. 본 연구에서 개발한 척도는 유아교사가 세계시민으로서 갖추어야 할 개인적 역량(세계시민 역량)과 유아에게 세계 시민교육을 실행할 수 있는 교사로서의 역량(유아세계시민교육 역량)의 2개 영역으로 구성되 었으며, 세계시민 역량은 지식 및 이해, 기술, 태도 및 실천의 3요인, 20개 문항으로 그리고 유아세계시민교육 역량은 유아세계시민교육과정 구성 및 운영, 유아세계시민교육 실천의 2요인, 13개 문항으로 구성되었다. 이러한 척도의 구성 요인의 의미와 척도의 교사교육적 활용 가능성에 관해 논의하였다. 
Combattre les discours de haine sur internet Année de publication: 2015 Auteur: Iginio Gagliardone | Danit Gal | Thiago Alves | Gabriela Martinez Auteur institutionnel: UNESCO Le présent rapport offre un panorama mondial des dynamiques caractéristiques des discours de haine en ligne et des mesures prises pour les combattre et les contenir, en mettant en évidence les bonnes pratiques qui ont émergé au niveau local comme au niveau international. Si l’étude fournit une analyse exhaustive des cadres normatifs internationaux, régionaux et nationaux mis en place pour lutter contre les discours de haine en ligne et de leurs répercussions sur la liberté d’expression, elle met particulièrement l’accent sur les mécanismes sociaux et non réglementaires qui peuvent contribuer à lutter contre la production, la diffusion et l’impact des messages de haine en ligne. 
¿Color?¿Qué color? Informe sobre la lucha contra el racismo y la discriminación en el fútbol Année de publication: 2015 Auteur: Albrecht Sonntag | David Ranc Football has been shown to be a mirror of society, it may also be viewed as providing a temporary suspension of reality for an interlude of high emotion and idealized hopes and dreams. Football’s public transcends differences of age, gender, culture, religion, and socioeconomic status to unite in support of their team. The broad diversity of backgrounds of football players represents tangible evidence of equal opportunity and meritocracy. The sport itself has team solidarity, fair play and mutual respect among members and for opponents ingrained within its rules and practices. Yet, the ‘beautiful game’ is one with an imbedded paradox. Football is also a game that may in many vaguely resemble war, where opponents face each other in a struggle to win over the other side, with the noisy and emphatic support of the spectators. An ‘us’ and ‘them’ mentality is an integral part of trying to help a team reach the objective, which is to win the game. This setting naturally produces a desire by supporters to intimidate the other side by encouraging their team and expressing both confidence and superiority through their words and actions. When the ‘us’ and ‘them’ mentality turns into symbolic exclusion of others, language of disparagement and insult based on racism or discrimination, or physical confrontation, the ‘beautiful game’ is debased. The existence of racism and discrimination in football is not a secret, but it is a shame on the game. Although much is already being done, both observers and experts feel too many problems persist and measures to tackle them have not been effective enough. This report was commissioned by UNESCO within the framework of UNESCO’s partnership with Juventus. It focuses on discrimination and racism in professional football and to some extent the amateur clubs that funnel into the leagues. It provides an overview of the historic and theoretical background. It reports on the state of affairs on the ground. It summarizes what has been done and is being done to mitigate racism and discrimination in domestic and international football, how the effects of these actions may be evaluated, and which new avenues for further, complementary action are promising. The report is based on a literature review, desk research, regional reports from the Unesco network and a field survey among a purposive sample of experts and actors in a number of countries. The report has a somewhat European focus, in its sources and examples. Europe has a unique position Executive Summary in the world of football, with its leading competitions, championships and clubs. It is the region where racism and discrimination in football has been most intensively researched. A number of civil society organisations from Europe have played a pioneering role in the fight against racism and discrimination in football. Moreover, the pressure that comes with the money invested in and generated by western European football, as well as its exposure in the media, has also made clubs, federations and UEFA particularly sensitive to the negative impact that discrimination can have on the game and its image, within Europe and worldwide. Europe must therefore occupy a central role in a study of the fight against discrimination in professional football and in determined policies to mitigate racism and discrimination related to football wherever they occur. The examples of incidents of discrimination and racism, as well as of existing measures to combat them have been selected to be as wide-ranging as possible. The authors do not, however, claim the report to be a comprehensive listing. Similarly, the examples of best practice have been collected through extensive reading and contacts, but must be looked at as an overview rather than as a directory. They are chosen by the authors to illustrate types of actions and institutions with the potential for greatest impact. The report also does not deal with the methods of allocation of resources to football, with issues of employment, or with womens’ football. While these are significant topics on which concerns can be expressed, the necessary focus of a report of this type means that they are alluded to without being treated in depth.