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Social and Emotional Learning and Soft Skills: USAID Education Policy Brief 발행 연도: 2019 저자: Kalene Resler | Anjuli Shivshanker | Samantha Alvis | Chris Capacci-Carneal | Melissa Chiappetta | Lauren Greubel | Julie Hanson Swanson | Ashley Henderson | Josh Josa | Laura Lartigue | Rebeca Martinez | Leah Maxson | Olga Merchan | Yolande Miller-Grandvaux | Sandy Oleksy-Ojikutu | Rebecca Pagel | Nancy Taggart | Nina Weisenhorn | Wendy Wheaton 단체 저자: United States Agency for International Development (USAID) Both the 2018 USG Strategy on International Basic Education and the 2018 USAID Education Policy emphasize the importance of social and emotional skills or soft skills in assuring the long-term success of children and youth. Through the Strategy and Policy, USAID is providing new opportunities to systematically design, measure, implement, and understand the impact of programs that build social and emotional skills or soft skills for children and youth.To support USAID staff and implementing partners in this work, this brief: Provides an introductory understanding of what USAID means by the terms “social and emotional skills” and “soft skills” and how to communicate about them. Specifies the desired outcomes and quality standards for programming that teach social and emotional skills or soft skills. Identifies areas in which evidence and best practices still have gaps, and areas in which we should consider investing in further learning. 
Understanding the Sustainable Development Goals: A Workbook for Further Education Institutions 발행 연도: 2020 저자: Peggy Flanagan | Stephanie Kirwan 단체 저자: Development Perspectives | Irish Aid This Sustainable Development Goals (SDG) workbook has been developed and produced specifically for the use of Further Education tutors. Through their partnerships, practitioners have requested that Development Perspectives develop a workbook with sessions on the SDGs specifically for adults in formal and non-formal learning contexts including groups in the community sector. This is an easy to use workbook with sessions for each of the 17 SDGs that could be delivered individually based on the interest of the adults and communities involved in each session. 
Reading List for Global Citizens: Adult 발행 연도: 2020 단체 저자: Manitoba Council for International Cooperation (MCIC) | Global Affairs Canada (GAC) This reading list helps readers to be a global citizen by reading books that are informative and inspiring. 
Media and Information Literacy: Non-Formal Education Guide for All Platforms 발행 연도: 2019 저자: Nosa Owens-Ibie | Ifedolapo Ademosu | Abiodun Oyeleye 단체 저자: UNESCO Dakar The aim of this book is to provide a basic understanding of the idea of media and information literacy (MIL). This book is meant to teach people how to access, understand and evaluate information, the different types of governance systems that exist and how it affects them as citizens. It is also meant to ensure that users know how to use and share information responsibly. 
التعددية الثقافية ومفهوم الهوية المتعددة الأبعاد 발행 연도: 2009 저자: Mohamed Ben Jemaa 단체 저자: King Saud University يمثل الاعتراف بأوجه التشابه والاختلاف الاجتماعيين حجر الزاوية في دراسة التفاعلات الاجتماعية. وتتأسس كثير من الدراسات على ضرورة تحديد ما إذا كانت (الذات) متشاة مع (الآخر) أو أا مختلفة مع (الآخر)، من خلال البحث عن جملة المعايير والعوامل التي تشكل هوية الأفراد، بغية معرفة متى يكون الأنا (أنا) وأنت (أنت)، ومتى يكوّن (أنا) مع (أنت) ما يمثل (نحن) في مقابل الآخرين (هم).وقد اهتمت الدراسات الاجتماعية منذ مدة طويلة بتحليل ظواهر (الوحدة الاجتماعية) و(التفرقة الاجتماعية) و(الهوية الجماعية)، من خلال دراسة تكوّن (الهوية) لدى الأفراد، وتراكم الانتماءات وتزاحمها لدى الأفراد، وعوامل الاجتماع والافتراق التي يعتمدها الأفراد لمشاركة الآخرين في تكوين الجماعات والانتماء إليها. كما سعت الدراسات إلى استكشاف عوامل رسم "حدود جماعات الانتماء" (كيف ترسم هذه الحدود؟ لماذا؟ متى؟ وأين؟)، ودراسة الشروط والظروف التي يمكن أن تتغير على أساسها هذه الحدود المرسومة.ويمثل وضع تصوّر لتقاطعات التنوع الثقافي والقواسم المشتركة بين أفراد اتمع أحد التحديات الأساسية التي تواجه الباحثين وواضعي السياسات العامة.تحتوي الورقة المقترحة على قسمين. وتعرض في القسم الأول تجارب ست دول في تطبيق سياسة (التعدد الثقافي)، هي: أستراليا، الهند، هولندا، سنغفورة، جنوب أفريقيا، وكندا. وتلقي الضوء بصفة خاصة على التجربة الكندية التي تعتمد نموذجين مختلفين في التعاطي مع (التعددية الثقافية) المميزة للمجتمع الكندي بسبب تركيبته التكوينية تاريخيا، والجامعة بين الهنود الحمر (أو الأمم الأولى) والفرنسيين والإنجليز، وبسبب الانفتاح الفريد على قبول المهاجرين. ويعرف النموذج الأول باسم وهو النموذج المعتمد من الحكومة الفيدرالية الكندية. ،(Multiculturalism) " "التعددية الثقافية .(Interculturalism) " أما الثاني فهو معتمد من قبل مقاطعة كيبك ويعرف باسم "التفاعل الثقافي ثم تعرض في القسم الثاني إطارا نظريا لمفهوم (الهوية متعددة الأبعاد)، يسعى لفهم أشكال التراكم والتزاحم بين الانتماءات، وتحديد عدد من العوامل المؤثرة فيها. كما تعرض أخطاء اعتماد الهوية ذات البعد الواحد في تصنيف الأفراد والجماعات، وعلاقة ذلك بالعنف، من خلال محاولة لتحديد معالم الهوية الإسلامية المختزلة التي يرسمها تنظيم القاعدة لنفسه في الصراع الذي يخوضه على المست وى الدولي. Multiculturalism and the Concept of Multi-Dimensional Identity 발행 연도: 2009 저자: Mohamed Ben Jemaa 단체 저자: King Saud University A conference paper discussing multiculturalism and contains two parts, where the first part discusses multiculturalism policies in 6 countries. While the second part shows the multi-dimensional identity. 
A Case Study on the Possible Contribution of Global Citizenship Concept to Education for Sustainable Development (Environmental Education; Vol. 31, No.1) 발행 연도: 2018 저자: Seyoung Hwang 단체 저자: Korean Society for Environmental Education The aim of this study was to explore the ways in which the recent discussion on global citizenship education could contribute to the discursive possibility of education that addresses cultural diversity and co-existence which had not been considered much in the education for sustainable development (ESD) field. For that, the study showed how the formative experience of global citizen identity as the core concept of global citizenship can be a significant learning experience for ESD. The case studies included UNESCO school activity, school club activity, international volunteering activity and local cultural exchange activity. Based on the interviews with participants, the study found out that they were in the state of accepting or orienting themselves toward global citizen identity. The study also identified the kinds of qualitative experiences affecting such identity formation as facing and reflecting on one’s own cultural bias, intercultural sympathy, participation and action beyond mere knowledge acquisition, self-directed participation and achievement, lack of reflection in the one’ own life context as a global citizen, and conflict with the values embedded in the competition-driven lifestyle. Based on the result, the potential and meanings of the ESD focused on global citizen identity were discussed. 세계시민의식 개념의 지속가능발전교육 기여 가능성에 대한 질적 사례연구 (환경교육; Vol. 31, No. 1) 발행 연도: 2018 저자: Seyoung Hwang 단체 저자: Korean Society for Environmental Education 본 연구의 목적은 최근 세계시민교육에 대한 활발한 논의와 실천이 그간 지속가능발전교육에서 간과되어왔던 문화 다양성 존중과 공존과 관련된 교육적 논의를 확산하는데 어떻게 기여할 수 있는지를 탐색하는 데 있다. 이를 위해 본 연구에서는 세계시민의식의 핵심 개념인 세계시민 정체성(global citizen identity)의 형성이 지속가능발전교육의 중요한 학습 경험이 될 수 있다는 것을 연구 사례를 통해 보여주고자 하였다. 이를 위해 유네스코학교활동, 동아리, 해외자원봉사활동, 지역문화교류활동 등의 4가지프로그램 사례에 대한 질적 연구를 수행하였다. 연구 결과, 참여자들은 세계시민 정체성을 수용 또는 지향하는 과정에 있었으며, 이에 영향을 주는 질적 경험에는 문화적 편견에 대한 직시와 성찰, 타문화권 사람들과의 정서적 교감, 지식만이 아닌 참여와 실천, 자기 주도적 참여와 성취, 개인 관심사와 연결, 내 삶 안에서 세계시민으로서의 성찰 부족, 경쟁위주의 삶의 양식과의 가치 충돌 등이 있음을 파악하였다. 이러한 분석 결과를 바탕으로, 지속가능발전교육에서 세계시민의식의 형성을 핵심 목표로 삼는 교육적 접근의 가능성과 의미를 논의하였다. 
Global Citizenship Education: Critical and International Perspectives 발행 연도: 2020 저자: Abdeljalil Akkari | Kathrine Maleq 단체 저자: Springer Nature | Swiss National Science Foundation This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity.Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world.In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging.This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. 
What Does Peace Sound Like? Education for Coexistence 발행 연도: 2015 저자: María Del Carmen Muñoz | Marco Fidel Vargas 단체 저자: Center for Research and Popular Education / Program for Peace (CINEP/PPP) This podcast discusses education for peace in Colombia and how it contributes to overcoming violence and promoting coexistence.