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Pautas para una educación global: manual para que los educadores comprendan e implementen la educación global Année de publication: 2008 Auteur institutionnel: North-South Centre of the Council of Europe These Global Education Guidelines are the result of a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education Week network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully implement global education initiatives. By offering perspectives on global education as well as related methods and evaluation criteria – including sharing of practices, tools and resources - these Guidelines aim at strengthening the overall work for global education. It also aims at supporting practitioners in formal and non-formal education settings by introducing general elements which may be developed by them according to the needs and based on their own experiences; assist them in identifying existing global education approaches and practices; support them in reflecting on and becoming more aware of their own global education activities; increase global education practice sharing and create synergies between stakeholders; contribute to education policies at local, regional, national and international level.The Global Education Guidelines are an initiative of the Global Education Programme of the NorthSouth Centre of the Council of Europe, involving a team of educators from the Global Education Week network which constituted the drafting team with the mandate of drafting collectively the Global Education Guidelines. The writing process included a participatory method at several levels of consultancy amongst global education educators and practitioners actively involved with the North-South Centre global education and youth programmes. Moreover, a Group of Mentors was identified among NSC’s European and international partners, which included, inter alia, a team of trainers from the NSC’s University on Youth & Development.Topics presented in the Guidelines aim at clarifying fundamental questions related to global education; it suggest strategies on how to build contents; put forward aims, skills, values and attitudes; offer guidance on methods, curricular design and evaluation and list useful contacts, links and bibliography. The Guidelines should be regarded as an ongoing process of evolution, which should be regularly reviewed with new ideas, inputs and practices brought from a diversity of partners and their experiences. جهانی شدن و ضرورت آموزشهای شهروندی جهانی Année de publication: 2012 Auteur: Yousef Keshavarz Auteur institutionnel: Center for Strategic Studies of the Presidency Today, due to “Globalization”, the fate of all individuals, organizations and governments are more tied together and effects of this process in all areas of human activity is undeniable. By looking at the concept of “Global Citizenship” new expectations of education as a meaningful factor to people’s lives and a tool to develop human character and supplying the social needs, is formed. This paper aims to examine and discuss the characteristics and components of global citizenship, the role, importance and necessity of global citizenship education. If we accept that the current use of existing resources in the world is unfair and unacceptable and the gap between rich and poor (in all aspects) wide and widens, should ponder choice. Training and education of global citizens (especially children and young people) who wish the world as a place full of justice, equality, peace and sustainable development, respect and protection of racial diversity, religious etc… and also possess other characteristic features addressed in this paper seems to be a powerful tool and solution. In this frame work, poverty and identity crisis of Iranian youth and in the other hand being attracted to the Globalization culture of outsiders, are two points that reveal the necessity for paying more attention to the training of global citizens, to adopt a broad and enormous prospective to the global issues. Therefore, according to the valuable Islamic texts and outlined prominent place for human beings and human values, also with consideration to the rich Iranian culture and civilization in direction with an active role in global co-management, living such training in formal and informal education system and also establishment of a center as such in partnership and cooperation with other educational institutions in the country is suggested. جهانی شدن و ضرورت آموزشهای شهروندی جهانی Année de publication: 2012 Auteur: Yousef Keshavarz Auteur institutionnel: Center for Strategic Studies of the Presidency Aujourd'hui, en raison de «mondialisation», le sort de tous les individus, les organisations et les gouvernements sont plus attachés ensemble et les effets de ce processus dans tous les domaines de l'activité humaine est indéniable. En regardant le concept de "citoyenneté mondiale" nouvelles attentes de l'éducation comme facteur significatif pour la vie des gens et un outil pour développer le caractère humain et de fournir les besoins sociaux, est formé. Ce document vise à examiner et discuter des caractéristiques et des composantes de la citoyenneté mondiale, le rôle, l'importance et la nécessité de l'éducation à la citoyenneté mondiale.Si nous aCECptons que l'utilisation actuelle des ressources existantes dans le monde est injuste et inaCECptable, et l'écart entre les riches et les pauvres (dans tous les aspects) de large et élargit, devraient méditer choix. La formation et l'éducation des citoyens du monde (en particulier les enfants et les jeunes) qui souhaitent le monde comme un lieu plein de la justice, l'égalité, la paix et le développement durable, le respect et la protection de la diversité raciale, religieuse, etc ... et aussi possèdent d'autres caractéristiques abordées dans le présent papier semble être un outil et une solution puissante. Dans ce cadre de travail, la pauvreté et la crise de la jeunesse iranienne et dans l'autre main identité étant attirés par la culture de la mondialisation de l'extérieur, sont deux points qui révèlent la nécessité d'accorder plus d'attention à la formation des citoyens du monde, d'adopter une vaste et énorme prospective aux enjeux mondiaux. Par conséquent, selon les textes islamiques et une grande place de premier plan décrit pour les êtres humains et les valeurs humaines, également avec considération à la culture iranienne riche et la civilisation dans le sens d'un rôle actif dans la co-gestion globale, vivant une telle formation dans le système éducatif formel et informel et également la création d'un centre en tant que tel en partenariat et de coopération avec d'autres établissements d'enseignement dans le pays est suggéré. Democracy and diversity: principles and concepts for educating citizens in a global age Année de publication: 2005 Auteur: James A. Banks | Cherry A. McGee Banks | Carlos E. Cortes | Carole L. Hahn | Merry M. Merryfield | Kogila A. Moodley | Stephen Murphy-Shigematsu | Audrey Osler | Caryn Park | Walter C. Parker Auteur institutionnel: Center of Multicultural Education, University of Washington The Center for Multicultural Education at the University of Washington convened—with support from the Spencer Foundation—a Diversity, Citizenship, and Global Education Consensus Panel. The Panel’s goal was to develop a set of principles, concepts, and guidelines that school practitioners can use to build or renew citizenship education programs that balance diversity and unity and prepare students to become effective citizens in a global context. An important resource for the Panel’s work was the book that resulted from an earlier conference sponsored by the Center, Diversity and Citizenship Education: Global Perspectives (Banks, 2004a).The Consensus Panel developed four principles and identified ten concepts, which are detailed in this publication. The Panel also developed a checklist that is designed for use by educators who want to consider the extent to which the principles and concepts identified by the Panel are reflected in their classrooms and schools.PRINCIPLESSection I Diversity, Unity, Global Interconnectedness, and Human Rights1. Students should learn about the complex relationships between unity and diversity in their local communities, the nation, and the world.2. Students should learn about the ways in which people in their community, nation, and region are increasingly interdependent with other people around the world and are connected to the economic, political, cultural, environmental, and technological changes taking place across the planet.3. The teaching of human rights should underpin citizenship education courses and programs in multicultural nation-states.Section II Experience and Participation4. Students should be taught knowledge about democracy and democratic institutions and provided opportunities to practice democracy. Démocratie et diversité: principes et concepts pour l'éducation des citoyens dans un âge global Année de publication: 2005 Auteur: James A. Banks | Cherry A. McGee Banks | Carlos E. Cortes | Carole L. Hahn | Merry M. Merryfield | Kogila A. Moodley | Stephen Murphy-Shigematsu | Audrey Osler | Caryn Park | Walter C. Parker Auteur institutionnel: Center of Multicultural Education, University of Washington Le Centre pour l'éducation multiculturelle à l'Université de Washington a convoqué-avec le soutien de la Fondation-a Spencer Diversité, Citoyenneté et Éducation Globale Panel Consensus . L'objectif du Groupe est de développer un ensemble de principes, des concepts et des lignes directrices que les praticiens de l'école peuvent utiliser pour construire ou de renouveler les programmes d'éducation à la citoyenneté que la diversité de l'équilibre et de l'unité et de préparer les étudiants à devenir des citoyens efficaces dans un contexte mondial. Une ressource importante pour les travaux du Groupe spécial était le livre qui résulte d'un earlierconférencesponsored par le Centre, la diversité et l'éducation à la citoyenneté: perspectives mondiales (banques, 2004a). Le groupe de concertation a élaboré quatre principes et identifi é dix concepts, qui sont détaillées dans cette publication. Le Groupe spécial a également mis au point une liste de contrôle qui est conçu pour être utilisé par les éducateurs qui veulent examiner la mesure dans laquelle les principes et les concepts identifi és par le Groupe sont refl ète dans leurs salles de classe et les écoles. PRINCIPES Section I Diversité, Unité, Global interconnectivité et droits de l'homme 1. Les élèves devraient en apprendre davantage sur les relations complexes entre l'unité et la diversité dans leurs communautés locales, la nation et le monde. 2. Les élèves devraient en apprendre davantage sur les façons dont les gens dans leur communauté, de la nation et de la région sont de plus en plus interdépendantes avec d'autres personnes dans le monde et sont reliés aux changements économiques, politiques, culturels, environnementaux et technologiques qui ont lieu à travers la planète. 3. L'enseignement des droits de l'homme devrait soutenir les cours et les programmes d'éducation à la citoyenneté dans les États-nations multiculturelles. Section II Expérience et participation 4. Les élèves doivent apprendre les connaissances sur la démocratie et les institutions démocratiques et a fourni des occasions de pratiquer la démocratie. 
L’art: un levier pour la citoyenneté mondiale Année de publication: 2019 Auteur institutionnel: Annoncer la Couleur (ALC) | Belgique Ce livre montre les avantages de proposer un moment de création artistique en ECM. L’art et la pédagogie du projet semblent être de très bons outils pour faire de l’ECM en milieu scolaire. Ce dossier s’appuie sur les expériences des enseignant∙e∙s qui ont mené un projet avec le soutien d’Annoncer la Couleur (ALC) et avec des artistes qui interviennent en milieu scolaire1. 
التقرير العالمي لرصد التعليم ٢٠١٦ - التعليم من أجل الناس والكوكب: بناء مستقبل مستدام للجميع Année de publication: 2016 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team يستند هذا التقرير العالمي لرصد التعليم الذي أصدرته اليونسكو إلى تجربة وخبرة التقارير العالمية السابقة لرصد التعليم للجميع، كما تناط به مهمة جديدة وهي تقييم التقدم الذي يحرزه التعليم في إطار جدول أعمال 2030. وهذا التقرير العالمي لرصد التعليم لعام 2016، وهو الأول من هذه السلسلة التي ستتواصل على مدى 15 عاماً، يستكشف العلاقة المعقدة بين التعليم والجوانب الأخرى للتنمية المستدامة، إلى جانب رصد الآثار المترتبة على الهدف 4 للتنمية المستدامة. ويبين أن التعليم لن يجود بكامل إمكاناته لدفع العالم إلى الأمام ما لم تتحسن معدلات الالتحاق بالمدارس تحسُّناً كبيراً، ويصبح التعلم عملية متواصلة مدى الحياة، وتتماهى نُظم التعليم تماماً مع التنمية المستدامة. 
Kindness: The Force That Will Help Us Achieve the Sustainable Development Goals (The Blue Dot Issue 11, 2020) Année de publication: 2020 Auteur institutionnel: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In the eleventh issue of The Blue Dot, we focus on ‘Kindness’ – as the force that will help us achieve the Sustainable Development Goals, towards making the world more peaceful and sustainable – a better place to live in the future for our children. We hear from Ramesh Pokhriyal ‘Nishank’, Minister of Human Resource Development, Government of India on ‘The Need for Kindness and Compassion – Embodying the values of Mahatma Gandhi’, experts such as Zoran Josipovic on the neuroscience behind kindness; Michael Karlin and Brendran Ozawa-De Silve on the science and theory behind kindness, and from educators (Vicki Zakrzewski and John-Tyler Binfet) on how kindness can be practiced in our classrooms.Our cover story on ‘Kindness – the force to Achieve the Sustainable Development Goals’ discusses the biology of kindness, how kindness can help us achieve the SDGs and Kindness and SDGs and the Youth. Further, we have a hand-picked collection of youth stories on kindness, extracted from the 7,300+ stories we have from 120 countries around the world as part of UNESCO MGIEP’s #KindnessMatters for the SDGs youth campaign. 
평화를 향한 유네스코의 역할 Année de publication: 2019 Auteur: 강인욱 | 김성해 | 김지현 | 성지은 | 유성상 | 조동준 | 최동주 | 한경구 Auteur institutionnel: 유네스코한국위원회 평화를 위한 유네스코의 국제적인 지적 협력 활동은 교육과 문화 분야에서는 상당한 가시적 성과를 거두었다. 이 과정에서 문제점도 발견되고 한계도 드러나고 정치화되었다는 비판도 받았지만, 교육과 문화의 영역에서 유네스코는 국제적 협력과 활동의 방향을 설정하거나 논의를 주도하고 이끌어가는 모습을 보이고 있다.유네스코가 평화를 위한 기구이면서도 평화와 관련하여 폭넓고 다양하며 깊이 있는 새로운 연구와 실천을 적극적으로 주도하지 못한 것은, 냉전이라는 국제정치적 요인을 감안하더라도 매우 안타까운 일이다. 유네스코는 평화를 위하여 만들어진 국제기구이면서도 전후에 평화와 관련된 학술적 논의와 이론의 발전을 주도하지 못했다. ‘평화의 문화’ 개념이 처음 언급된 것은 1989년 코트디브아르에서였고, 1997년이 되어서야 유네스코가 ‘Toward a Culture of Peace Program 을 시작하였으며, 유엔총회가 2000 년을 ‘평화의 문화의 해로 선언했다.유네스코의 이러한 상황은 한국이 보다 적극적인 역할을 할 기회를 제공한다. 한국은 과거 와 같이 기회가 있을 때마다 국위를 선양하는 수준의 상황추수적(狀況追隨的) 대응에 매몰되거나, 좁은 시야로 단기적 국익을 추구하는 소극적인 입장을 탈피할 필요가 있다. 오히려 대국적 견지에서 세계 평화와 인류의 행복이라는 지구 공동체(Global Community) 전체의 이익을 중시하고, 이틀 장기적 국가이익과 동일시하며, 이에 상응하는 재정 부담을 감수함으로써 세계시민권력(Global Citizenship Power)을 추구하면서 국제적 지위의 향상과 도덕적 지도력을 증대 시킬 수 있을 것이다. Learning to live together: education for conflict resolution, responsible citizenship, human rights and humanitarian norms Année de publication: 2013 Auteur: Margaret Sinclair Auteur institutionnel: Education Above All (Qatar) Education cannot offer immediate remedies to the local and global problems that we see on the news screens every day, but it can contribute to solving them over the longer term. This book examines specifically the contribution that education for learning to live together can make, even in countries where teacher training and classroom resources are limited. Many countries have diverse populations (ethnic, linguistic, religious, etc) and seek to maintain harmony among the different groups. In some countries, however, especially where economic stress or climate change have intensified arguments over resources, tensions have led to armed conflict. This brings with it all the misery of death, injury, displacement and poverty, along with disruption of education systems. In some instances education itself has been a contributory factor to the outbreak of conflict, notably through unequal education opportunities for different groups, and through biased school curricula.Civil conflict has brought untold suffering in recent years, and in a globalised world it has negative spill-over effects to neighbouring and other countries. It is vital to develop education policies and curricular reforms that can help convey values and skills for learning to live together to young people, to help lessen tensions, within and between countries.Education policy-makers can help lay the foundations for a better future by adjusting the content and process of education to reflect skills and values for human rights, humanitarian norms, peaceful resolution of conflicts, sustainable development and other issues as elements of local, national and global citizenship.Education reform is not enough, of course, to resolve the numerous problems of our times. The focus of this volume is on the contribution that can be made through aligning the content of education to the goal of learning to live together. This work will have greater impact when it takes place within education systems and policies that are consistent with human rights values and of course when other sectors besides education make their respective contributions.This book shows that transformative education for conflict resolution and peace, for local, national and global citizenship, for human rights and humanitarian values can be implemented even under difficult conditions if there is a policy commitment to do so. Authors have provided examples and lessons learned from their own experiences as eminent practitioners in the field.