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Universal Rights, Global Action: Impact Report 2019-2020 발행 연도: 2020 단체 저자: Spotlight Initiative Universal rights, global action is a shortened, visual adaptation of the 2019 Global Annual Narrative Progress Report. The Spotlight Initiative is a global, multi-year partnership between the European Union and the United Nations to eliminate all forms of violence against women and girls by 2030. This report outlines the Spotlight Initiative’s key signature results from 2019.The 32-page document highlights the ways the Spotlight Initiative country and regional programmes have meaningfully reached women and girls, including those facing multiple and intersecting forms of discrimination. 
Gender Violence in Childhood and Adolescence: Challenges and Realities 발행 연도: 2022 단체 저자: Red Papaz In this space, the guests talk about the challenges that girls face in their daily lives and how the school and the family together can build strategies to respond to them. In addition, they will invite us to reflect on the important role of boys and men in the consolidation of protective environments free of gender-based violence. Las violencias de género en la infancia y la adolescencia: retos y realidades 발행 연도: 2022 단체 저자: Red Papaz En este espacio los invitados conversan sobre los retos a los que se enfrentan las niñas en sus cotidianidades y cómo la escuela y la familia en conjunto pueden construir estrategias para responder ante ellos. Además, nos invitarán a reflexionar sobre el papel importante de los niños y hombres para la consolidación de entornos protectores libres de violencias de género. 
Lessons Learned for Peace 발행 연도: 2019 This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as Learning for Peace, which was funded by the Government of the Netherlands. The purpose of Lessons Learned for Peace is to share UNICEF’s experience in conducting conflict analyses as a prerequisite for social services programming in fragile and conflict-affected contexts. As part of UNICEF’s Peacebuilding, Education and Advocacy programme, supported by the Government of the Netherlands from 2012-2016, UNICEF commissioned conflict analyses in 14 countries that informed education and other social services interventions at the system, institutional, community and individual levels. The challenges, opportunities and lessons-learned of conflict analysis research in fragile and post-conflict contexts are illustrated and discussed. 
Peace Education: A Pathway to a Culture of Peace; Third Edition 발행 연도: 2019 저자: Loreta Navarro-Castro | Jasmin Nario-Galace 단체 저자: Miriam College. Center for Peace Education This book is based on author's study and research as well as on experiences as teachers and trainers. By writing about what the authors have come to know and experienced. It is their hope that the ideas contained in this book will circulate widely and promote enthusiasm for both education and action for peace.This book is organized into three sections. Part I aims to develop a holistic understanding of peace and peace education; Part II discusses key peace education themes; Part III focuses on the peaceable learning environment. A "vision for the future" is presented in conclusion. 
Programs of Peace Education in Pre-University Education on the Light of Some Countries’ Experiences and the Extent of Benefit in Egypt 발행 연도: 2014 저자: Amel Ahmed Hassan Mohamed 단체 저자: Association of Arab Educators Education for peace has got an international, regional and local interests, in particular, today's world desperately needs more than ever before to face the problems afflicting the human race, and the conflict expected to increase in the coming years. This situation confirms the importance of achieving peace in all dimensions with oneself, family, society, and the environment.This study aimed to investigate the experiences of some countries in the field of education for peace and to draw some benefits from them. For achieving this aim, the study followed the Descriptive-Analytic Approach because of its appropriateness to the nature of the study. The sample of study dealt with three experiments in the field of education for peace in Northern Ireland, Bosnia and Herzegovina, and Sierra Leone, which were chosen after passing through a relatively long period of conflicts and disputes. By analyzing the three experiments, the similarities and differences among countries were reviewed in terms of, period and nature of conflict, foundations, objectives and content of the programs, teacher training. The study achieved some benefits through reviewing literature and analyzing the three experiences. The suggestions of the study were classified under some themes, including: foundations of peace education, its objectives, contents, and teacher training. برامج التربية من أجل السلام بالتعليم قبل الجامعي في بعض الدول وامكانية الاستفادة منها في مصر 발행 연도: 2014 저자: Amel Ahmed Hassan Mohamed 단체 저자: Association of Arab Educators تحظى التربية من أجل السلام باهتمام دولي وإقليمي ومحلى، ولا سيما أن عالم اليوم أحوج أكثر من ذي قبل لمواجهة المشكلات التي يعاني منها الجنس البشري والصراعات المرتقب زيادتها في السنوات القادمة؛ هذا بالإضافة إلى تنامي معدلات العنف المجتمعي ومظاهره؛ مما يدعم ضرورة السعي لتحقيق السلام بكافة أبعاده مع النفس وفي الأسرة وداخل المجتمع ومع البيئة. لذا هدفت هذه الدراسة إلى رصد تجارب بعض الدول في مجال التربية من أجل السلام وتقديم أوجه الاستفادة منها للارتقاء بمستوى تقديم هذا الاتجاه التعليمي المعاصر بنظام التعليم بمصر. لتحقيق هذا الهدف تم الاستناد إلى المنهج الوصفي التحليلي حيث أنه أكثر ملائمة لطبيعة الدراسة، وقد تكونت عينة الدراسة من ثلاث تجارب في مجال التربية من أجل السلام بالدول الآتية: إيرلندا الشمالية، والبوسنة والهرسك، وسيراليون، والتي تم اختيارها لكونها عاصرت فترة من الصراعات والنزاعات الطويلة نسبياً، تلتها مبادرات لدمج التربية من اجل السلام في النظام التعليمي. وقد تم تحليل التجارب الثلاث في ضوء عدد من المحاور شملت: السياق العام للدولة، والجهود المبكرة للتربية من أجل السلام، وأسسها، وأهدافها، وأليات تضمينها في نظام التعليم، وتدريب المعلمين بكل دولة. وقد توصلت الدراسة إلى عدد من الدروس المستفادة التي تم رصدها من خلال ما ورد من أدبيات عربية وأجنبية، وتجارب الدول الثلاث، والتي تم تصنيفها تحت المحاور الآتية: فترة الصراع وطبيعته، أسس التربية من أجل السلام، وأهدافها، وأليات تضمينها في نظام التعليم، وتدريب المعلمين. 
Education, Identity and Rising Extremism: From Preventing Violent Extremism to Promoting Peace, Resilience, Equal Rights and Pluralism (PREP) 발행 연도: 2017 저자: Sanam Anderlini 단체 저자: International Civil Society Action Network In November 2016, during ICAN’s fifth annual Women, Peace and Security forum, members of the Women’s Alliance for Security Leadership (WASL) and other women-led organizations in over 30 countries analyzed the role of formal and informal education in contributing to enabling conditions and mitigating extremist violence. They also highlighted their own practical experiences and lessons learnt in providing education to prevent violent extremism by fostering peace, resilience, equal rights and pluralism (PREP) in formal and informal spaces, including through the teachings of alternative religious narratives. Their experiences, combined with desk research on the state of current policy and practice, and the first multi-stakeholder Global Solutions Exchange (GSX) meeting on the nexus of education, gender and extremism held at the UNESCO headquarters in Paris in March 2017, inform the findings of this report. التعليم والهوية ومنع التطرف: من منع التطرف العنيف إلى تعزيز السالم والصمود والمساواة في الحقوق والتعددية )PREP) 발행 연도: 2017 저자: Sanam Anderlini 단체 저자: International Civil Society Action Network فـي تشـرين الثانـي / نوفمبـر 2016 ، خـال منتـدى ايـكان ICAN السـنوي الخامـس للمـرأة والسـام واألمـن ، قــام أعضــاء التحالــف النســائي مــن أجــل القيــادة األمنيــة )وصــل( وغيرهــا مــن المنظمــات التــي تقودهــا النســاء فــي أكثــر مــن 30 دولــة بتحليــل دور التعليــم الرســمي وغيــر الرســمي فــي المســاهمة فــي تمكيــن الظـروف و تخفيـف العنـف المتطرف.كمـا قامـوا بتسـليط الضـوء علـى تجاربهـم العمليـة الخاصـة والـدروس المســتفادة مــن توفيــر التعليــم لمنــع التطــرف العنيــف مــن خــال تعزيــز الســام والصمــود والمســاواة فــي الحقـوق والتعدديـة )PREP )فـي المسـاحات الرسـمية وغيـر الرسـمية، بمـا فـي ذلـك مـن خـال تعاليـم بديلـة إلـى جنـب مع األبحـاث المكتبيـة حـول حالـة السياسـات والممارسـات للروايـات الدينيـة.إن تجاربهـم، جنبـا الحاليــة، وأول اجتماع للمنصــة العالميــة لتبــادل الحلــول )GSX ) حــول العالقــة بيــن التعليــم والجنــدر والتطـرف الـذي عقـد فـي مقـر اليونسـكو فـي باريـس فـي مـارس 2017 ، تقـوم بإبـاغ نتائج هـذا التقريـر . 
Guidelines on Human Rights Education for Secondary School Systems 발행 연도: 2012 단체 저자: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) These guidelines, which focus on human rights education in secondary schools, aim to support systemic and effective human rights learning for all young people. They were prepared on the basis of broad consultations involving teachers, teachers’ unions, teacher trainers, educational administrators, NGO specialists, and representatives from intergovernmental agencies and national human rights institutions.The current document presents approaches to be adopted when planning or implementing human rights education for secondary schools related to six key structural areas: the human rights-based approach to human rights education; core competencies; curricula; teaching and learning processes; evaluation; and professional development and support of educational personnel. The guidelines also offer a list of key materials to assist in planning, implementing and evaluating human rights education in schools.