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Global Citizenship Education in Australian Elementary Schools(Journal of Ethics; Vol. 137, No 1) 발행 연도: 2022 저자: 한은영 | 추병완 단체 저자: 한국윤리학회 Global citizens think and act about the world as a universal community of borderless members who care for each other and are dedicated to taking care of the earth. Considering these visions and moral ideals, global citizenship education is an important goal and content of moral education. However, at present, we do not have a framework for dealing with global citizenship education in moral education. In this regard, Australia is the country we should pay attention to. Australia declared a national statement for global citizenship education in 2002. Since 2009, it has been reflected in the Australian curriculum. This article examines the historical development of global citizenship education in Australia, analyzes the current systems of global citizenship education system in primary schools, and investigates what Australia's approach to global citizenship education suggests for elementary moral education in Korea. In conclusion, we proposed three things. First, we must develop and apply a framework for the practice of global civic education in moral education. Second, we should emphasize the aspects of knowledge and understanding, skills and processing, behavior and participation as well as values and attitudes. Third, we must seek a balance between moderate global citizenship education and critical global citizenship education. 호주의 초등학교 세계시민교육(윤리연구; Vol. 137, No 1) 발행 연도: 2022 저자: 한은영 | 추병완 단체 저자: 한국윤리학회 세계시민교육을 통해 우리가 길러내고자 하는 세계 시민은 서로 배려하고 지구를 돌보는 국경 없는 구성원들의 보편적 공동체로서의 세계에 관해 생각하고 행동하는 사람의 비전과 도덕적 이상을 드러내므로, 세계 시민성과 세계시민교육은 도덕교육이 다루어야 할 중요한 목표이자 내용에 해당한다. 1960년대부터 세계시민교육에 관심을 가졌던 호주는 학교 교육에서 세계시민교육을 실천하기 위한 국가 차원의 프레임워크를 이미 2002년에 발표하였고, 초등학교에서는 ‘인문학과 사회과학’, 일반 능력, 범교과 우선순위를 통해 세계시민교육에 주력하는 중이다. 이에 이 논문은 호주에서 세계시민교육의 역사적 전개를 살펴보고, 현재 초등학교에서 세계시민교육 체제를 분석하며, 호주의 세계시민교육 접근법이 초등학교 도덕 교과에서 세계시민교육의 실천에 시사하는 바가 무엇인지를 규명하였다. 
Fostering Women's Leadership 발행 연도: 2024 저자: Mariagrazia Squicciarini | Anna Rita Manca | Garance Sarlat 단체 저자: UNESCO No (leadership) share no gain (for societies and economies)! Leveraging UNESCO’s unique Gender-Based Resilience Framework, this report explores the role of women in leadership positions in both decision-making and high-tech, including in artificial intelligence-related innovations. It further highlights progress towards the G20 Brisbane Target, aimed to accelerate progress on gender equality by reducing the gender gap in labour market participation rates by 25% by 2025. Women remain underrepresented in decision-making, holding only about 26% of seats in national parliaments worldwide on average. In the world of work, female labour participation continues to lag behind men’s, at 47% for women against 72% for men on average. Despite progress by G20 members towards the Brisbane Target, a 2% average gap in absolute terms remained to be filled in 2022. In the high-tech world, women make up only 30% of AI professionals, and even less of leaders. Female inventors in AI account for about 37% of patents filed in 2022-23. 
Orientaciones Técnicas Internacionales sobre Educación en Sexualidad: un enfoque basado en evidencia orientado a escuelas, docentes y educadores de la salud 발행 연도: 2009 단체 저자: UNESCO El presente documento Orientaciones Técnicas Internacionales, basado en un riguroso análisis de la evidencia existente sobre programas de educación en sexualidad, está orientado a profesionales y a personas responsables de la toma de decisiones de los sectores salud y educación. Este documento (Volumen 1) se centra en aquellos elementos que justifican la educación en sexualidad y ofrece sólidas recomendaciones técnicas sobre las características que todo programa efectivo debe tener. El documento acompañante (Volumen 2) cubre los temas y objetivos de aprendizaje que se deben abordar en los diferentes tramos etarios en un programa básico de educación en sexualidad destinado a niños, niñas y jóvenes entre las edades de 5 a 18 y más años e incluye una bibliografía de referencias. El documento Orientaciones Técnicas Internacionales es relevante no sólo para los países más afectados por el VIH y el SIDA, sino también para los que exhiben una epidemia de baja prevalencia y alta concentración. Principes directeurs internationaux sur l'éducation sexuelle: une approche factuelle à l'intention des établissements scolaires, des enseignants et des professionnels de l'éducation à la santé 발행 연도: 2009 단체 저자: UNESCO S’appuyant sur un examen rigoureux et actuel des donnees de programmes d’education sexuelle, ces Principes directeurs internationaux sur l’education sexuelle s’adressent aux decideurs et professionnels des secteurs de l’education et de la sante. Ils sont destines a aider les autorites en charge de ces deux secteurs et autres secteurs connexes a elaborer et mettre en oeuvre des programmes et des materiels d’education sexuelle en milieu scolaire. Le Volume I met l’accent sur le bien-fonde d’une education sexuelle et fournit des conseils techniques avises sur les caracteristiques des programmes efcaces. Il s’accompagne d’un document parallele (Volume II) qui decrit les themes a aborder et les objectifs d’apprentissage a atteindre dans le cadre d’un ‘cours de base minimum’ d’education sexuelle destine aux enfants et aux jeunes ages de 5 a 18 ans et plus, et qui contient une bibliographique de ressources utiles. Ces Principes directeurs internationaux sont d’une grande utilite non seulement pour les pays les plus affectes par le VIH et le SIDA, mais aussi pour les pays qui connaissent une prevalence faible et un contexte d’epidemie concentree. 
Educación y diversidad cultural: lecciones desde la práctica innovadora en América Latina 발행 연도: 2008 저자: Carolina Hirmas R. 단체 저자: UNESCO Santiago Esta publicación, que constituye el segundo volumen de la colección, es el resultado del análisis y la reflexión acerca de un conjunto experiencias educativas innovadoras de varios países de Latinoamérica, que responden con pertinencia pedagógica al contexto cultural de los estudiantes y ofrecen una educación orientada al conocimiento, comprensión y diálogo entre personas de diferentes culturas. El aporte significativo de las experiencias referidas, reside en el reconocimiento y valoración de la diversidad étnica y cultural de sus estudiantes y comunidades, como punto de partida para el desarrollo de nuevos aprendizajes y afirmación de su identidad. A su vez, la vida en los centros educativos promueve relaciones interculturales de respeto y fraternidad en un contexto sociogeográfico local y subregional, caracterizado por la multiculturalidad. 
The Teacher as a Promoter of the Pedagogy of Coexistence for Education for Peace 발행 연도: 2014 저자: María Elena López Serrano | Rosa María Medrano Domínguez | Patricia Villar López 단체 저자: Universidad Católica Silva Henríquez Recognizing the diversity in the aulic space allows to create spaces of harmonious coexistence that promote and accept interculturality, for this the teacher becomes the nodal axis to propitiate the conditions that allow the students to recognize themselves as equal beings capable of developing their capacities to the maximum academic and personal. To achieve this goal it is essential that the teacher recognizes himself and others, in such a way that generates spaces in which students identify as social beings able to interact with their peers, the educational community and their environment. What has been described here supports the proposal of the pedagogy of coexistence in the aulic space as a promoter of education for peace that contributes to the reduction of the violence experienced in society. The proposal is based on a documentary research on the pedagogy of coexistence linked to diversity and interculturality to promote education for peace. The proposal recognizes the teacher as the axis that drives education for peace through fostering harmonious environments in the classroom. It is not possible to speak of harmonic coexistence without considering the teacher's awareness of his role as a social educator, which promotes through Pedagogy of Coexistence an intercultural education that attends to diversity and that favors education for peace and contributes to the decrease of cultural violence. El docente como promotor de la pedagogía de la convivencia para la educación por la paz 발행 연도: 2014 저자: María Elena López Serrano | Rosa María Medrano Domínguez | Patricia Villar López 단체 저자: Universidad Católica Silva Henríquez Reconocer la diversidad en el espacio áulico permite propiciar espacios de convivencia armónica que promuevan y acepten la interculturalidad, por ello el docente se convierte en el eje nodal para propiciar las condiciones que permitan a los estudiantes reconocerse como seres iguales capaces de desarrollar al máximo sus capacidades académicas y personales. Para conseguir este objetivo es fundamental que el docente se reconozca en sí mismo y en los demás, de tal forma que genere espacios en el que los alumnos se identifiquen como seres sociales capaces de interactuar con sus pares, con la comunidad educativa y su entorno. Lo hasta aquí descrito sustenta la propuesta de la pedagogía de la convivencia en el espacio áulico como promotor de la educación para la paz que contribuya a la disminución de la violencia que se vivencia en la sociedad. La propuesta se sustenta en una investigación documental respecto a la pedagogía de la convivencia vinculada con la diversidad e interculturalidad para promover la educación por la paz.La propuesta reconoce al docente como el eje que impulsa la educación por la paz a través de propiciar ambientes armónicos en el aula. No es posible hablar de Convivencia armónica sin considerar la conciencia del docente respecto a su rol como educador social, que promueve a través de la Pedagogía de la Convivencia una educación intercultural que atienda a la diversidad y que favorezca la educación para la paz y contribuya a la disminución de la violencia cultural. 
Pedagogical Guide for an Intercultural, Anti-racist and Gender Perspective Education: Ideas, Experiences and Tools 발행 연도: 2017 저자: Carolina Stefoni | Andrea Riedemann | Fernanda Stang | Andrea Guerrero | Antonia Garcés | Marta Camarena 단체 저자: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Universidad Alberto Hurtado | Fundación para la Superación de la Pobreza (FUSUPO) The main purpose of this Guide is, then, to share some ideas, tools and experiences that can help build and walk the path towards an intercultural, anti-racist and gender perspective education in various educational spaces. It is directed primarily - though not exclusively, of course - to all those people who are part of formal and informal teaching-learning processes. It is important to emphasize that the Guide does not pretend to be a recipe for a mechanical application, but a tool box that each educational community can use considering its specific context, its particular needs and its potentialities. 
Global Citizenship Concepts in the Curricula of Four Countries 발행 연도: 2017 저자: Natalie Browes 단체 저자: UNESCO International Bureau of Education (IBE) | APCEIU This report details the presence of Global Citizenship Education (GCED) concepts in the education systems of four countries: Cambodia, Colombia, Mongolia and Uganda. It highlights the main findings of eight reports: four expert reports, which predominately analyse curriculum content, and four situational analysis reports, which take a broader view and detail some of the country-specific challenges and opportunities with regard to GCED. Findings reveal the presence of GCED concepts across the curricula of the four countries. In addition to cognitive content related to GCED, competency-based content is also found present within the curricula of these countries. However, the majority of this content can only be indirectly linked to GCED, and it is better interpreted as part of the more traditional civics or citizenship education approach. As such, it generally lacks a global perspective and does not engage with all key themes of GCED. Furthermore, this content is often concentrated at the lower and upper secondary levels, instead of being equally distributed across all grade levels. This is particularly true in the case of behaviour-based competencies. Findings also reveal challenges beyond the curriculum. These include lack of teacher training and lack of support to implement GCED, which are concerns expressed by stakeholders in all four countries. A lack of GCED content in textbooks and lack of supplementary materials were also found to be issues. The report concludes with recommendations regarding the effective implementation of GCED within curricula. Among others, the report suggests the transversal integration of GCED - across the curriculum at all grade levels, while at the same time, actors from all levels of the education system, ranging from central government to teachers, should be engaged to ensure the use of complementary learning materials, pedagogies and assessment techniques.