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Green Pack 발행 연도: 2013 단체 저자: Regional Environmental Center for Central and Eastern Europe Inspired by the political process “Environment for Europe”, in 2000 the Regional Environmental Center for Central and Eastern Europe (REC) launched a programme on education for sustainable development (ESD), sponsored by Toyota. This included the development and introduction of an innovative multimedia educational kit, the Green Pack, for school teachers and their students in Central and EasternEurope. Other ESD tools similar to the Green Pack have been developed and introduced in recent years to address different target groups. Currently, the main group of REC ESD tools includes:Green Pack, aimed at children aged between 11 and 15 and their teachersGreen Pack Junior, aimed at children aged between 7 and 10 and their teachersGreen Steps, aimed at citizens and families After 14 years of project implementation, REC ESD materials have been introduced in 19 countries in Europe and Asia. Since the Green Pack launch in 2001, around 40,000 teachers and over 4.5 million students have been educated, fundamentally changing the way in which the teaching of sustainability is approached. Each project has been developed in cooperation with businesses, governments, professional organisations and NGOs in order to foster community support across a broad spectrum of society. Many donors from the international, governmental, business and private communities have supported this process. URL:http://www.greenpackonline.org/english/menu.html 
[Video] Snapshot on Education - Global & Regional Perspectives on Progress and Current Challenges 발행 연도: 2018 단체 저자: UNESCO The video is a snapshot of the reflection on progress and challenges for education. Taking into consideration the global and regional SDG4-Education 2030 consultations throughout 2018. More at https://en.unesco.org/themes/education/globaleducationmeeting2018 
Intercultural and Inclusive Teacher Training: The Conceptualization and Operationalization of Professional Skills 발행 연도: 2016 저자: Julie Larochelle-Audet | Corina Borri-Anadon | Maryse Potvin 단체 저자: Éducation et francophonie In the context of globalization, educational systems, from elementary to university, must take into account the increasingly complex realities they face, especially in terms of skills that teachers need to develop. In this respect, on both political and scientific levels, the importance of training on ethnocultural, religious and linguistic diversity comes up regularly. However, a portrait of teacher training in Québec universities has revealed an overall deficiency in this area (Larochelle-Audet, Borri-Anadon, McAndrew and Potvin, 2013). While a competency-based approach has prevailed since 2001 in teacher training, an inter-university work group has begun to address this gap by enriching the Department of Education’s professional frame of reference on teacher competencies. The work of the group, presented in this article, is based on a critical analysis of the department’s frame of reference, which reveals an absence of tangible considerations on ethnocultural diversity and the objectives of intercultural and inclusive teacher training. The members of the group developed two methods aiming to add intercultural and inclusive competencies to the reference framework: the first proposes the integration of 21 components into the 12 existing professional competencies, and the second favours the addition of a new intercultural and inclusive competency. Their operationalization entails some limitations and risks, which are the subject of a discussion in this article. La formación intercultural e incluyente del personal docente: conceptualización y operacionalización de competencias 발행 연도: 2016 저자: Julie Larochelle-Audet | Corina Borri-Anadon | Maryse Potvin 단체 저자: Éducation et francophonie En el contexto de la globalización, los sistemas educativos, desde la primaria hasta la universidad, deben tomar en cuenta las realidades cada vez más complejas que les interpelan, sobre todo en lo referente a las competencias que deben desarrollar los docentes. Al respecto, con frecuencia se recuerda la importancia de una formación relacionada con la diversidad etnocultural, religiosa y lingüística, tanto sobre el plano político que científico. Sin embargo, una evocación de dicha formación en las universidades quebequenses muestra que aun es, en su conjunto, incompleta (Larochelle-Audet, Borri-Anadon, Mc Andrew et Potvin, 2013). Si bien desde 2001 prevalece un enfoque por competencias profesionales en la formación magisterial, un grupo de trabajo interuniversitario se dedicó a corregir esa falta enriqueciendo el referencial ministerial de competencias profesionales del personal docente. Los trabajos del grupo, que presentamos en este artículo, se fundan en un análisis crítico de dicho referencial, el cual muestra la ausencia de consideraciones concretas en lo referente a la diversidad etnocultural y a las finalidades de una formación intercultural incluyente en enseñanza. Los miembros del grupo elaboraron dos modalidades con el objetivo de insertar en el referencial las competencias culturales y incluyentes: la primera propone integrar 21 competencias directamente en las 12 competencias profesionales ya existentes y la segunda privilegia la adjunción de una nueva competencia denominada intercultural e incluyente. Su operacionalización comporta algunos límites y ciertos riesgos que constituyen el tema que aquí se discute. 
Issues and Trends in Education for Sustainable Development 발행 연도: 2018 저자: Alexander Leicht | Julia Heiss | Wonjung Byun 단체 저자: UNESCO Education for Sustainable Development (ESD) is globally acknowledged as a powerful driver of change, empowering learners to take the decisions and actions needed to build a just and economically viable society respectful of both the environment and cultural diversity.This publication comes at a moment of heightened global interest in addressing sustainability challenges through education in order to achieve the targets of the 2030 Sustainable Development Agenda. ESD is not only recognized as a key enabler of sustainable development but an integral element of all quality education. By exploring key issues related to ESD policy and practice, UNESCO aims to help accelerate the reorientation of education towards achieving a sustainable and resilient world. Enjeux et tendances de l'éducation en vue du développement durable 발행 연도: 2018 저자: Alexander Leicht | Julia Heiss | Wonjung Byun 단체 저자: UNESCO L’éducation en vue du développement durable (EDD) est universellement considérée comme un puissant vecteur de changement qui donne aux apprenants les moyens de prendre les décisions nécessaires et d’agir pour bâtir une société juste et économiquement viable, respectueuse de l’environnement et de la diversité culturelle. Cet ouvrage paraît dans un contexte mondial marqué par un intérêt accru pour les efforts visant à relever les défis du développement durable par le biais de l’éducation, afin d’atteindre les objectifs du Programme de développement durable à l’horizon 2030. L’EDD est non seulement reconnue comme un moteur indispensable du développement durable, mais aussi comme un élément constitutif d’une éducation de qualité. En explorant les principaux enjeux liés aux politiques et aux pratiques d’EDD, l’UNESCO entend accélérer la réorientation de l’éducation vers un monde plus durable et plus résilient. Un apercu sur l’éducation 발행 연도: 2018 단체 저자: UNESCO La vidéo est un apercu de la réflexion sur les progrès et les défis de l'éducation. Prenant en considération les consultations mondiales et régionales de l’ODD4-Education 2030 tout au long de 2018. Pour en savoir plus https://fr.unesco.org/themes/education 
How Can GCED Promote Gender Equality? (SangSaeng no. 51 Winter 2018) 발행 연도: 2018 단체 저자: APCEIU The 51th issue of SangSaeng, under the theme of “How Can GCED Promote Gender Equality?,” explores the role of GCED to bolster gender equality. In this issue, readers are reminded that GCED is not an abstract idea- rather, it is connected to real-life issues such as questioning gendered roles, expectations and stereotypes that are prevalent in many societies; and therefore, it can be a vital accelerator in building a more equitable world. 3 Director’s Message 4 Special ColmunTools that Promote Gender Equality 8 Focus : How Can GCED Promote Gender Equality?8 Bringing Gender Equality to Science World12 Women For Better World15 Setting GCED Principles to Promote Girls’ Education in Tado18 Path to Building Next Gen Men 22 Best Practice22 Using GCED to Promote Gender Equality in Senegal26 Adapting GCED into a Specific Learning Environment 29 Special ReportThe 3rd International Conference on GCED 32 InterviewGirls in GCED 35 Youth NetworkGlobal Citizenship Education in Refugee Crisis Relief 38 LetterPoetry - The Sword in Our Sheath 42 Peace In my MemoryBachcha Posh : An Inside Look 46 Understanding the Asia-Pacific RegionGrafting Human Rights Tree in Five ‘Stans’ 50 APCEIU in Action Comment l’ECM peut-elle promouvoir l’égalité des genres ? (SangSaeng N° 51 Hiver 2018) 발행 연도: 2018 단체 저자: APCEIU SangSaeng (상생), mot coréen d’origine chinoise, se compose de deux caractères : Sang (相), qui signifie « mutual » (les uns les autres) et Saeng (生), qui signifie « vie ». Mis ensemble, ils signifient « vivre ensemble », « s’entraider ». C’est notre vision pour la région Asie-Pacifique. SangSaeng (相生) se veut une plateforme de débats constructifs sur les sujets, méthodes et expériences dans le domaine de l’éducation à la compréhension internationale. SangSaeng vise aussi à promouvoir l’Éducation à la citoyenneté mondiale, une des trois priorités de l’Initiative mondiale pour l’éducation avant tout, lancée par les Nations Unies en 2012. SangSaeng est publié deux fois par an par le Centre Asie-Pacifique d’éducation pour la compréhension internationale (APCEIU) sous l’égide de l’UNESCO. Version française produite par le Bureau régional de l'UNESCO pour l'Afrique de l'Ouest (Sahel) et édiitée avec l'appui de l'APCEIU. 3 MESSAGE DU DIRECTEUR4 RUBRIQUE SPECIALE Outils pour la promotion de l'égalité des genres8 FOCUS: COMMENT L'ECM PEUT-ELLE PROMOUVOIR L'ÉGALITÉ DES GENRES? 08 L'ÉGALITÉ DES GENRES DANS LE MONDE SCIENTIFIQUE 12 LES FEMMES POUR UN MONDE MEILLEUR 15 FIXER DES PRINCIPES D'ECM POUR PROMOUVOIR L'ÉDUCATION DES FILLES DES FILLES TADO 18 SUR LA VOIE DES HOMMES DE LA PROCHAINE GÉNÉRATION 22 BONNES PRATIQUES 22 Utiliser l'ECM pour promouvoir l'égalité des genres au Sénégal 26 Adapter l'ECM à un environnement d'apprentissage spécifique29 REPORTAGE SPÉCIAL La 3e Conférence internationale sur l’ECM: Une plate-forme durable et robuste pour l’ECM32 ENTRETIEN Les filles dans l'ECM35 RÉSEAU DE JEUNES L'éducation à la citoyenneté mondiale dans l'aide au réfugiés en situation de crise38 LETTRE Poésie - l'épée dans notre fourreau 42 LA PAIX DANS MA MÉMOIRE Bachcha Posh : Un regard intérieur46 COMPRENDRE LA REGION ASIE-PACIFIQUE Greffer l'arbre des droits de l'homme dans les cinq « Stans »50 APCEIU EN ACTION 어떻게 세계시민교육이 성 평등에 기여할 수 있을까? (상생 제51호 2018년 겨울호) 발행 연도: 2018 단체 저자: APCEIU 상생 51호는 “어떻게 세계시민교육이 성 평등에 기여할 수 있을까?”라는 주제로 성 평등을 강화하기 위한 세계시민교육의 역할을 다룬다. 이번 호를 통하여 독자들은 세계시민교육이 추상적인 것이 아니라, 우리의 실제 삶과 관련이 있으며, 많은 사회에서 만연한 성 역할, 기대, 고정관념에 대해 의문을 던지는 교육이며, 더욱 평등한 사회를 만드는 데 기여하는 주요한 촉진제가 될 수 있음을 깨닫게 될 것이다. 3 발간사4 스페셜 칼럼 : 성 평등을 증진시키는 도구들 8 포커스: 어떻게 세계시민교육이 성 평등에 기여할 수 있을까?8 과학계에 도입하는 성 평등12 더 나은 세상을 위해 힘쓰는 여성들15 소녀 교육을 위한 Tado의 세계시민교육 원칙 세우기18 다음 세대의 남성들을 양성하는 길 22 모범 사례22 세계시민교육을 통한 세네갈의 성 평등 증진26 중앙아시아 학생들의 창의적이고 실제적인 능력 향상을 위한 세계시민교육 사례 연구29 스페셜 리포트 : 3차 세계시민교육 국제회의: 세계시민교육을 위한 탄탄하고 지속 가능한 플랫폼을 위하여 32 인터뷰 : 필리핀에서 여성 교육 향상에 힘쓰는 세 명의 젊은 연구자들과의 인터뷰35 유스 네트워크 : 위기 상황에 적용한 세계시민교육38 시 : 우리의 칼집에 꽂힌 검42 내 기억 속의 평화 : 성별을 숨기고 살아야 하는 아프가니스탄 소녀 이야기46 아시아-태평양 지역 이해하기 : 5개의 ‘스탄’ 국가에 인권의 나무를 접붙이다50 교육원 활동