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A Suggested Proposal for the Role of Universities in Developing Students’ Awareness of Digital Citizenship in Light of Requirements and Challenges of the Digital Age: A Case Study of Bisha University (Arts for Educational & Psychological Studies; vol.14, no.1) 발행 연도: 2022 저자: Sheikha Abdullah Al-Briki Balabied 단체 저자: Dhamar University The study aimed to measure the degree of students’ awareness of the digital citizenship at the University of Bisha, and to develop a proposed scenario in the light of the results of the study, which included a framework for activating the role of universities in developing their students' awareness of digital citizenship to meet the requirements and challenges of the digital age. The analytical descriptive method was used by conducting an exploratory study and designing a questionnaire to measure the degree of students' awareness of digital citizenship. The most prominent results were that the degree of students' awareness of digital citizenship was "very high" on the total digital citizenship awareness scale. There were no statistically significant differences between the average scores of males and females, nor between the average degrees of students of theoretical and practical colleges on the total digital citizenship awareness scale. 
CCREAD: Inspiring Sustainability Education Project Improves Lives in Cameroon 발행 연도: 2017 저자: Shifu Ngalla 단체 저자: UNESCO This article is about sustainability education project in Cameroon. In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: Un Estimulante Proyecto Sobre Educación para la Sostenibilidad Mejora la Vida en el Camerún 발행 연도: 2017 저자: Shifu Ngalla 단체 저자: UNESCO Este es un artículo acerca de proyecto sobre el educación para la sostenibilidad en Camerún.En el Camerún, 36% de las mujeres y de los hombres jóvenes que se gradúan anualmente en alguna de las ocho universidades estatales o en alguna de las 50 instituciones privadas se encuentran sin empleo. Algunos se describen a sí mismos como la “generación perdida”. Pero un joven diplomado que experimentó dificultades cuando era niño está utilizando la educación para el desarrollo sostenible (EDS) como un medio para proporcionar capacidades, centrar mejor las prioridades y dar esperanza a las personas social y económicamente desfavorecidas. CCREAD: Un Projet d’éducation au Développement Durable Améliore des Vies au Cameroun 발행 연도: 2017 저자: Shifu Ngalla 단체 저자: UNESCO Ceci est un article sur le projet d'éducation à la durabilité au Cameroun.Chaque année au Cameroun, 36% des jeunes femmes et hommes qui obtiennent leur diplôme dans l’une des huit universités d’État et dans plus de 50 institutions privées se retrouvent sans-emploi. Certains d'entre eux se décrivent comme une « génération perdue ». Cependant, un jeune diplômé qui a vécu une expérience douloureuse pendant son enfance utilise l’Éducation au Développement Durable (EDD) afin de former et redonner de l’espoir aux jeunes défavorisés au niveau social et économique. 
Evaluation of UNESCO's Programme Interventions on Girls' and Women's Education 발행 연도: 2017 저자: Michael Reynolds, Martina Rathner, Estelle Loiseau 단체 저자: UNESCO Internal Oversight Service (IOS) Since 2008, Gender Equality has been one of two global priorities for UNESCO. In May 2011, UNESCO launched the Global Partnership for Girls’ and Women’s Education, also known as “Better Life, Better Future”, which aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest obstacles to their education. To further advance the global priority of Gender Equality, since 2015 a dedicated Section of Education for Inclusion and Gender Equality specifically addresses the gender dimensions in education that contribute to differential access, participation, completion, and learning outcomes by boys and girls, and men and women. The evaluation examines UNESCO’s programme interventions in girls’ and women’s education during the period 2015 to 2017, in particular to ascertain the relevance, effectiveness, efficiency and sustainability of initiatives, and to clarify the strategic role and positioning of the Organization in supporting girls’ and women’s education at regional and country levels.The evaluation found that although UNESCO’s efforts for enhancing girls’ and women’s education are clearly aligned to SDG 4 and SDG 5 and also broadly in line with the overall principle of leaving no one behind, there is at times a trade-off between targeting the hardest to reach and other donor priorities, and UNESCO needs to more clearly position its efforts in support of girls’ and women’s education and its niche in the 2030 Agenda. Furthermore, continued efforts are required to scale up and/or replicate small-scale interventions, to better ensure sustainability and to consolidate mechanisms for coordination and information sharing among different interventions to seize synergies and enhance organizational learning. 
Get Global!: Assessment & Evaluation Worksheets 발행 연도: 2003 저자: Joanne Price 단체 저자: ActionAid | Oxfam Get Global! is a teachers' guide on how to facilitate active global citizenship. It allows learners to move from thinking about issues that are important to them, to planning and participating in action, and to reflect on their performance, and assess their work. Although aimed at 11-16 year olds, some of the activities could easily be adapted for use with younger learners. 
Chile: Artificial Intelligence Readiness Assessment Report 발행 연도: 2023 단체 저자: UNESCO The Readiness Assessment Methodology (RAM) is a diagnostic tool intended to assist Member States in upholding their commitment to the Recommendation by helping them understand how prepared they are to implement AI ethically and responsibly for all their citizens. The RAM questionnaire forms the basis for the first section of this readiness assessment report, providing a comprehensive but detailed overview of laws, institutions, and the cultural, social, and human capital landscape shaping AI. This is then complemented in the second section by a summary of concerns and priorities raised during a national multistakeholder consultation that was conducted in 2023. Finally, the third section presents a roadmap and recommendations for building capacities across national institutions, laws and policies, and human capital, to achieve a responsible AI ecosystem aligned with the UNESCO Recommendation. As the very first country to complete the RAM and the country report, Chile is blazing the trail not only for Latin America but the world. We applaud the initiative the Chilean government has taken to update its AI strategy putting ethics and governance front and centre, and thank them for inviting UNESCO to assist in this endeavour. The report presented here reveals a complex and rapidly-changing landscape. In the legal and regulatory dimension, the 2021 National Artificial Intelligence Policy (NAIP) represents a substantive and wide-ranging commitment to developing AI. One of the key recommendations of this report is to fully integrate the UNESCO Recommendation into the NAIP’s axis of Ethics, Regulation, and Socioeconomic Impacts. Notably, the RAM reveals the pressing need to update legislation around data protection and cybersecurity to meet the challenges of AI. It also highlights several areas the Chilean government is actively working to develop. [...] Overall, this report presents a fundamentally optimistic vision that we at UNESCO share: that ethical governance and responsible regulation of AI is entirely consistent with innovation and economic growth, and is essential for ensuring a technological ecosystem that benefits the public good. In drawing a clear line from the RAM data through to the multistakeholder consultations and the recommendations, Chile has a clear roadmap for how to get there. (This text has been extracted from the Foreword of the publication) 
We Need to Talk: Measuring Intercultural Dialogue for Peace and Inclusion 발행 연도: 2022 단체 저자: UNESCO | Institute for Economics and Peace An analysis into the power of intercultural dialogue and the new UNESCO Framework for Enabling Intercultural Dialogue, We Need to Talk presents the first evidence of the link between intercultural dialogue and peace, conflict prevention and non-fragility, and human rights. Using data covering over 160 countries in all regions, the report presents a framework of the structures, processes and values needed to support intercultural dialogue, examining the dynamics and interlinkages between them to reveal substantial policy opportunities with broad spanning benefits. Providing policy support and guidance, the report also includes information on regional trends as well as deep diving case studies.The data, case studies, and think pieces contained in this report highlight key policy and intervention opportunities for intercultural dialogue as an instrument for inclusion, peace and wider societal benefits. Policy makers, development workers, peace and security actors, academics and more are invited to leverage the analysis in this report and findings of the Framework to strengthen intercultural dialogue around the world. Parlons-en : mesurer le dialogue interculturel pour la paix et l’inclusion 발행 연도: 2022 단체 저자: UNESCO | Institute for Economics and Peace Parlons-en ! Alors que le monde devient de plus en plus interconnecté, l’amélioration des capacités à engager et à mener un dialogue efficace est nécessaire afin de relever les défis mondiaux. Actuellement, 1,5 milliard de personnes vivent dans des pays où le dialogue interculturel est faible et où les enjeux mondiaux tels que la pauvreté absolue, le terrorisme et les déplacements forcés de population sont plus répandus. Pour forger une coopération efficace et maintenir la paix, le renforcement du dialogue interculturel doit être une priorité.Pour la première fois, Parlons-en présente des preuves empiriques du lien entre le dialogue interculturel et la paix, la prévention de conflits, la non-fragilité, ainsi que les droits de l'Homme. En s'appuyant sur les données innovantes du nouveau Cadre de l'UNESCO pour favoriser le dialogue interculturel, ce rapport met en évidence les principales politiques et opportunités d'intervention pour le dialogue interculturel en tant qu'instrument d'inclusion et de paix.À l'aide de données couvrant plus de 160 pays dans toutes les régions, le rapport présente un cadre des structures, des processus et des valeurs nécessaires pour soutenir le dialogue interculturel, en examinant les dynamiques et les liens entre eux pour révéler des opportunités politiques substantielles aux avantages étendus.Les décideurs politiques, les agents de développement, les acteurs de la paix et de la sécurité, les universitaires et bien d'autres sont invités à tirer parti de l'analyse de ce rapport et des conclusions du Cadre pour renforcer le dialogue interculturel à travers le monde.Ensemble, parlons-en ! 
National Distance Learning Programmes in Response to the COVID-19 Education Disruption: Case Study of the Republic of Korea 발행 연도: 2022 단체 저자: UNESCO This document is one of several case studies on national distance learning programmes in response to the COVID-19 education disruptions. The case of the Republic of Korea was drawn from the 2020 edition of Mobile Learning Week, organized online in October 2020 under the theme of 'Beyond Disruption: Technology Enabled Learning Futures'. Envisaged to be a continuously enriched mechanism for knowledge sharing and dissemination, the case studies aim to surface best practices worldwide in leveraging digital technology to build inclusive and crisis-resilient learning systems, and to inform the planning of digital transformation of education towards SDG 4 and the futures of learning. Each case study documents governance and funding mechanisms, needs-driven planning of distance learning solutions, evaluation of digital learning’s effects on mitigating disruptions and ensuring inclusion, and pedagogical innovations to maintain or improve the quality of learning.