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Education for Global Citizenship: A Guide for Schools 발행 연도: 2015 단체 저자: Oxfam GB Education for global citizenship supports young people to explore and question the world around them. It promotes critical thinking, advocates social justice and encourages learners to apply their learning to real-world issues.This guide is packed with practical information for mapping global citizenship across different subject areas and age groups. It also includes inspiring case studies from schools that take a global citizenship approach to teaching and learning. 
Global Citizenship in the Classroom: A Guide for Teachers 발행 연도: 2015 단체 저자: Oxfam GB This guide is packed with practical tools and advice for teachers wanting to embed global citizenship in their classrooms. Learn how to effectively bring a global lens into your teaching with our handy planning framework, participation methods, and tools to assess learning.Develop your teaching practice with both innovative and tried-and-tested approaches. Help your learners ask questions, make connections, and take action as active global citizens. 
English and Global Citizenship 단체 저자: Oxfam GB English lessons are an opportunity for your learners to explore new and diverse cultures, hone their language skills and develop empathy.This guide includes ideas for learning about the world whilst improving speaking and listening, reading, writing and media literacy skills. It also contains handy links to further resources and ideas for books which can help capture your learners' imaginations. 
Project Based Learning Ideas Guide: K-12 Learners 단체 저자: Global Digital Citizen Foundation Project-based learning is a big part of today’s modern learning environments. It takes students on a cool journey of creativity, exploration, and true real-world relevance. What does PBL look like in action in your classroom?Solution Fluency provides the building blocks for PBL. It’s a way for students to learn good problem-solving skills and to become successful with any challenge.This PBL Ideas Book will help them do exactly that. Inside are classroom project ideas for years K–12. There are 9 awesome projects to choose from with choices for primary, middle, and senior grades. But wait—what if the scenario idea you like isn’t for your specific grade?No problem at all. These PBL ideas are customizable and scalable for any grade level. They’re also cross-curricular in nature, and can be adapted to other subject areas.Explore these scenarios and think creatively about how you can bring them to life for your students. 
Global Citizenship Guides: Teaching Controversial Issues 발행 연도: 2006 단체 저자: Oxfam GB This guide aims to demonstrate how, by enhancing young people’s ability to handle controversial issues, teachers can support and develop them as global citizens.This guide explores:what controversial issues arewhy controversial issues should be taughtwhy some issues are, or can become, controversialwhat guidance exists for handling controversial issuesclassroom strategies for handling and exploring controversial issuessome practical activities for teaching controversial issues. 
A Post-GAP (Global Action Programme for ESD) Position Paper 발행 연도: 2018 단체 저자: UNESCO The 5-year cycle of the GAP is due to end in 2019. To build a post-GAP position, this draft position paper has been prepared. Once revised through the consultation processes planned in 2018, the final draft will be submitted in 2019 to the Governing Bodies of UNESCO and the UN for their respective approval processes. Once the position is approved, it will be summarised into a post-GAP programme and launched in 2020 for implementation onwards to 2030. Концептуальный документ по пост-ГПД периоду (Глобальная программа действий по ОУР) 발행 연도: 2018 단체 저자: UNESCO Пятилетний цикл Глобальной программы действий по ОУР (ГПД) должен завершиться в 2019 г. Настоящий проект подготовлен в целях разработки концепции деятельности после окончания ГПД. Вслед за внесением поправок в ходе запланированных на 2018 г. консультаций, окончательный вариант проекта будет представлен в 2019 г. на утверждение руководящим органам ЮНЕСКО и ООН. Положения утвержденного документа будут обобщены в программе деятельности, которая будет осуществляться в 2020-2030 гг. после окончания ГПД. 
[Video] Education Transforms Lives 발행 연도: 2017 단체 저자: UNESCO Education transforms lives every day and in every corner of society. This video explores the power of education and UNESCO’s role in leading and coordinating the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030.Education is the right of every woman, man and child. Together, we are shaping the global citizens of tomorrow, empowered on the path of education to build a more sustainable future.UNESCO's campaign "Education transforms lives" supports the effort to build peace in the minds of men and women. [Видео] Образование меняет жизни 발행 연도: 2017 단체 저자: UNESCO Образование преображает жизнь людей каждый день во всех слоях общества. Ролик повествует о важности образования и роли ЮНЕСКО в ведении и координации Повестки дня «Образование-2030», которая является частью глобального движения для искоренения бедности посредством достижения 17 Целей устойчивого развития до 2030 года.Каждая женщина, каждый мужчина и каждый ребенок имеют право на образование. Вместе мы создаем мировых сограждан завтрашнего дня и даем им силу образования для построения более устойчивого будущего.Кампания ЮНЕСКО "Образование преображает жизнь людей" направлена на то, чтобы нести мир в сознание мужчин и женщин. 
Media Education and Citizenship: An analysis of the Quebec Preschool and Elementary Education Program 발행 연도: 2018 저자: Normand Landry | Chantal Roussel 단체 저자: Revue Lien social et Politiques In Canada, the limited level of knowledge on media education content that is conveyed by academic curricula hinders its critical evaluation. This article presents the ways in which media education is introduced in the Quebec Education Program (QEP) at the preschool and elementary level. More specifically, it highlights the connections at work between media education, childhood and citizenship in the program. Our method tracks and extracts a set of statements related to information and communications technologies (ICTs) and the media, then conducts their automated classification into four principal categories: speech, verbs used that reflect the actions undertaken by categories of actors (school, pupils, teachers), learning objectives and suggestions. A subsequent classification allows for the emergence of verbs and learning objectives associated to the notion of citizenship. The latter are then subject to speech analysis. Our analysis intends to demonstrate the message conveyed by the QEP on media and ICTs. It highlights the roles, tasks and responsibilities of its various actors in relation to the acquisition of knowledge and skill development. In addition, it features the actions taken by these actors to operationalize the academic goals of the program. Our conclusion indicates a low subject implementation of the statements associated to media education and citizenship, relevant content, although thematically limited, along with the conception of students as capable of a reflection and critical thinking process.