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OECD学习框架 2030: 经济合作与发展组织 (OECD) Année de publication: 2018 Auteur institutionnel: Organisation for Economic Co-operation and Development (OECD) "教育公平" "高质量的教育" "核心素养" "减负'等已成为流行热词，在新时代背景下实践者对 究竟要"教什么"需要再思考。经济合作与发展组织(简称经合组织 OECD) 2015 年启动了"教育2030: 未来 的教育与技能"项目，项目中启动了"面向 2030 的学习指南"讨论，旨在开发一种新的学习框架，描述需要用什 么样的能力来塑造未来的一代。学习框架包括知识、技能、态度和价值观，个人和社会的福祉 变革性能力，通 过反思、预期和行动的过程，调动知识 技能、态度和价值观，以便发展与世界接触所需的相互关联的能力.此 外， "教育与技能2030项目"专家组也提出了设计教育体系与课程改革的指导原则，包括概念、内容和主题设计 以及流程设计. 
Repositioning and reconceptualizing the curriculum for the effective realization of Sustainable Development Goal Four, for holistic development and sustainable ways of living Année de publication: 2015 Auteur institutionnel: UNESCO International Bureau of Education (IBE) The purpose of this discussion paper is two-fold, it is to reposition curriculum at the center of the national and the global development dialogue and to highlight its power to give effect to national and to global aspirational statements on the role of education in holistic development. When well designed and effectively enacted, curriculum determines the quality, inclusiveness and development-relevance of education.Second, is to reconceptualize curriculum as a fundamental force of integration of education systems and as an operational tool for giving effect to policies on lifelong learning. Curriculum leads all core aspects of education that are known to determine quality, inclusion, and relevance such as content, learning, teaching, assessment and the teaching and learning environments among others. Its horizontal and vertical articulation, as well as its articulation across learning settings is what gives effect to lifelong learning policies.This paper therefore seeks to reposition curriculum as an indispensable tool for giving effect to SDG Goal 4. 
反思教育：向 “全球共同利益” 的理念转变？ Année de publication: 2015 Auteur institutionnel: UNESCO 当今世界的错综复杂和矛盾冲突，达到了前所未有的程度。这些变化引发了紧张不安，人们寄希望于教育能够培养个人和社会掌握适应变化并做出反应的能力。本出版物有助于在这一背景下反思教育与学习。本书立足于教科文组织作为全球社会变革观测站的主要任务，目的是促进公共政策辩论。本书呼吁所有利益攸关方开展对话。这是一部在人文主义教育观和发展观的启迪下完成的作品，以尊重生命和人类尊严、权利平等、社会正义、文化多样性、国际团结和为创造可持续的未来承担共同责任为基础，而这些正是人性的基本共同点。本书彰显了教科文组织具有里程碑意义的两部出版物提出的愿景——《学会生存：教育世界的今天和明天》（《富尔报告》，1972年）和《学习：内在的财富》（《德洛尔报告》，1996年）。 
Replantear la educación: ¿Hacia un bien común mundial? Année de publication: 2015 Auteur institutionnel: UNESCO Los cambios del mundo actual se caracterizan por niveles nuevos de complejidad y contradicción. Estos cambios generan tensiones para las que la educación tiene que preparar a los individuos y las comunidades, capacitándolos para adaptarse y responder. Esta publicación contribuye a replantear la educación y el aprendizaje en este contexto. Parte de una de las tareas principales que tiene encomendada la UNESCO como observatorio mundial de las transformaciones sociales y tiene como objetivo fomentar los debates públicos sobre políticas.Es una llamada al diálogo entre todos los interesados. Se inspira en una concepción humanista de la educación y el desarrollo, basada en el respeto a la vida y a la dignidad humana, la igualdad de derechos, la justicia social, la diversidad cultural, la solidaridad internacional y la responsabilidad compartida de un futuro sostenible. Éstos son los fundamentos de nuestra humanidad común. El presente libro ahonda en la visión que presentaban dos publicaciones memorables de la UNESCO: Aprender a ser: la educación del futuro (1972), el ‘Informe Faure’; y La educación encierra un tesoro (1996), el ‘Informe Delors’. Educating for global citizenship: an ETFO curriculum development inquiry initiative Année de publication: 2010 Auteur: Alice Assor-Chandler | Mali Bickley | Jim Carleton | Antonino Giambrone | Janice Gregg | Jennifer Hunter | Laura Inglis | Leigh-Anne Ingram | Angela MacDonald | Miyuki (Erica) Moizumi | Carol Peterson | Carrie Schoemer | Nadya Weber | Tonia Wojciechowski Auteur institutionnel: Elementary Teachers’ Federation of Ontario (ETFO) Attention to educating for citizenship continues to expand and deepen worldwide. Many countries now include citizenship education as an important feature of their official curriculum, albeit in variant forms. Numerous research studies, policy reforms, and curriculum initiatives have been undertaken, as teachers, policy makers and researchers attempt to understand the intricate processes by which young people learn about democratic citizenship, and where and how citizenship education should be located and represented in school curricula.Educating for global citizenship has been a critical dimension of these discussions and investigations. Recent shifts in the speed and global reach of information and communication technologies, an increasingly interdependent global economy, challenges in human rights and social justice, and the impact of international tragedies and emergencies have, for example, created tensions and conditions that require more integrated, worldwide responses. Not surprisingly, understandings of global citizenship are being explored with increased intensity and, as might be expected, there has been a corresponding – and growing - interest among educators in various parts of the world to strengthen the global dimension of citizenship education in school curricula at all levels.In Canada, there has been increasing attention to what it means to educate for the global citizenship and provincial curriculum policy developments in recent years. A host of useful ideas in the form of new resource materials and websites to inform and guide teachers’ work have also emerged. The Canadian International Development Agency’s (CIDA) in the global classroom initiative, Classroom Connections’ Cultivating Peace in the 21st Century and Taking Action, Larsen’s ACT! Active Citizens Today: Global Citizenship for Local Schools, and UNICEF Canada’s Global Schoolhouse are a few examples of the many resources that have recently been developed. Despite this growing interest, there has been less attention devoted to examining practices of global citizenship education within Canadian classrooms, leaving a limited understanding of how it is applied in schools.A wide range of perspectives and practices has emerged, reflecting a considerable growth of interest in this dimension of education. In an effort to clarify the multiple dimensions of global citizenship education, below are two “working” frameworks that provide an overview of core learning goals and key teaching and learning practices associated with global citizenship education from the literature. They reveal both complexity and multidimensionality and provide a lens to analyse and reflect upon the breadth and depth of what it means to educate for global dimension of citizenship. Preparing teachers to educate for 21st century global citizenship:envisioning and enacting Année de publication: 2014 Auteur: Linyuan Guo Auteur institutionnel: Centennial College The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on teacher education programs in preparing teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at the University of Prince Edward Island (UPEI) and UNICEF Canada have collaboratively developed an undergraduate course, entitled Educating for Global Citizenship. It focuses on preparing educators to teach for 21st century global citizenship and has been integrated into UPEI’s teacher preparation program as a compulsory course. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education programs through a holistic approach. 
The National Youth White Paper on Global Citizenship Année de publication: 2015 Auteur institutionnel: Centre for Global Citizenship Education and Research (CGCER) On March 20, 2015, over 400 students from five high schools across Canada, in partnership with the Centre for Global Citizenship Education, The Centre for Global Education and TakingITGlobal, came together to collaborate, through the use of technology, in a Virtual Town Hall to discuss the youth’s vision for Global Citizenship Education. From Alberta to Ontario, downtown Toronto to Yellowknife, the youth of Canada exchanged ideas, debated alternatives, and ultimately created a document that represents their voice on the relationship Canadians should have with the rest of the world. The Virtual Town Hall, an “archetype of grassroots democracy,” (Senator Grant Mitchell) was the culmination of over a month of online teamwork, 2000 hours of student collaboration, over 100 hours of teacher facilitation, and the passion of over 1000 youth to engage in a national conversation and have their voices heard.In the month prior to the Virtual Town Hall, student leaders, systematically chosen from each school to represent Canada’s diverse geographic and demographic population, met on a weekly basis to exchange ideas, work with and listen to experts, and create a common framework. Concurrently, the students were trained to use an arsenal of Web 2.0 tools (YouTube, Twitter, cell phone voting, Google Docs, H.323 Video Conference, discussion boards, blogs, etc.) to collaborate, build consensus, and create community regardless of time or location.Equipped with this knowledge and empowered through online technology, the student leaders facilitated a full-day virtual town hall. In the morning, 400 youth peers engaged in a dialogue with local and international experts. Following this session, the youth participated in breakout groups to address three critical questions: What are our obligations as global citizens? What are the rights and responsibilities that we have? To what extent can well-intentioned global citizenship initiatives reinforce or resist power inequities? What types of policies/practices will enable/facilitate global citizenship? The National Youth White Paper on Global Citizenship, written collaboratively by Canadian students, is the direct result of this full-day, interactive event. The evolution of the document involved equipping leaders with knowledge and technology, having those leaders facilitate a larger conversation among their peers, taking the data generated to their community at large for feedback and direction, and then synthesizing the results in the student white paper. It represents the voices of over one thousand youth, introduced to the complexities of global citizenship education, unified through the power of 21st century technology, and sharing a passion to contribute to the dialogue taking place on the future of Canada and its relationship to the rest of the world. Le Livre blanc de la jeunesse nationale sur la citoyenneté mondiale Année de publication: 2015 Auteur institutionnel: Centre for Global Citizenship Education and Research (CGCER) Le 20 Mars, 2015, plus de 400 élèves de cinq écoles secondaires à travers le Canada, en partenariat avec le Centre d'éducation à la citoyenneté mondiale, le Centre for Éducation globaleet TakingITGlobal, se sont réunis pour collaborer, par l'utilisation de la technologie, dans une salle virtuelle ville pour discuter de la vision de la jeunesse pour l'éducation sur la citoyenneté mondiale. De l'Alberta à l'Ontario, le centre-ville de Toronto à Yellowknife, la jeunesse du Canada a échangé des idées, débattre des solutions de rechange, et, finalement, a créé un document qui représente leur voix sur les relations Canadiens devraient avoir avec le reste du monde. Le Virtual Town Hall, un «archétype de la démocratie de base» (le sénateur Grant Mitchell) est l'aboutissement de plus d'un mois de travail d'équipe en ligne, 2000 heures de la collaboration des élèves, plus de 100 heures de facilitation des enseignants, et la passion de plus de 1000 jeunes engager dans une conversation nationale et faire entendre leurs voix dans le mois précédant l'Hôtel virtuel Ville, les leaders étudiants, systématiquement choisis parmi chaque école pour représenter la diversité population géographique et démographique du Canada, se sont réunis sur une base hebdomadaire pour échanger des idées, travailler avec et écouter les experts, et de créer un cadre commun. En même temps, les étudiants ont été formés à l'utilisation d'un arsenal d'outils Web 2.0 (YouTube, Twitter, téléphone cellulaire vote, Google Docs, H.323 Vidéo Conférence, forums de discussion, les journaux, etc.) pour collaborer, établir un consensus et créer une communauté quelle que soit de temps ou de lieu. Equipé de cette connaissance et le pouvoir grâce à la technologie en ligne, les leaders étudiants ont facilité une mairie virtuelle d'une journée complète. Dans la matinée, 400 pairs de jeunes engagés dans un dialogue avec des experts locaux et internationaux. Suite à cette session, les jeunes ont participé à des groupes de petits groupes pour répondre à trois questions essentielles: 1. Quelles sont nos obligations en tant que citoyens du monde? Quels sont les droits et les responsabilités que nous avons? 2. Pour les initiatives de citoyenneté mondiale dans quelle mesure peut bien intentionnés renforcer ou résister à des inégalités de pouvoir? 3. Quels types de politiques / pratiques permettront / faciliter la citoyenneté mondiale. Le Livre blanc de la jeunesse nationale sur la citoyenneté mondiale, écrite en collaboration par les étudiants canadiens, est le résultat direct de cette journée complète, événement interactif. L'évolution du document impliqué équipant les dirigeants ayant des connaissances et de la technologie, ayant ces dirigeants facilitent une plus grande conversation entre leurs pairs, en prenant les données générées à leur communauté dans son ensemble pour la rétroaction et la direction, et ensuite la synthèse des résultats dans le livre blanc de l'étudiant. Elle représente les voix de plus de mille jeunes, présenter à la complexité de l'éducation à la citoyenneté mondiale, unifiée par la puissance de la technologie du 21e siècle, et le partage de la passion de contribuer au dialogue qui se déroule sur l'avenir du Canada et de sa relation avec le reste du monde. 
حلول للتعلّم عن بعد Année de publication: 2020 Auteur institutionnel: UNESCO الغرض من قائمة التطبيقات والمنصات والموارد التعليمية الواردة أدناه، مساعدة الأهل والمعلمين والمدارس ومديريها على تيسير عملية تعلّم الطلاب وتقديم الرعاية الاجتماعية والتفاعل الاجتماعي لهم في أثناء فترة إغلاق المدارس. ومعظم الحلول المختارة مجانية، ويقدم العديد منها محتوى متاحاً بعدة لغات. ولا تحظى هذه الحلول بدعم صريح من اليونسكو، بيد أنها تصل إلى عدد كبير من الأشخاص، ولها قاعدة مستخدمين واسعة، وتأثيرها مثبت. وتُصنّف هذه الحلول في فئات تبعاً لاحتياجات الدارسين، ولكن معظمها يحتوي على خصائص مأخوذة من فئات مختلفة. Distance Learning Solutions Année de publication: 2020 Auteur institutionnel: UNESCO The list of educational applications, platforms and resources below aim to help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure. Most of the solutions curated are free and many cater to multiple languages. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have a wide reach, a strong user-base and evidence of impact. They are categorized based on distance learning needs, but most of them offer functionalities across multiple categories.