자료
세계시민교육에 대한 이해를 넓히고 연구, 옹호 활동, 교수, 학습 등을 향상시킬 수 있는 다양하고 유용한 자료를 찾아보세요.
1,367 건의 결과가 검색되었습니다
Отчет о 10-й Юбилейной Центрально-Азиатской Программе Лидерства по окружающей среде для устойчивого развития;16-22 сентября 2019 года и Региональном тренинге ОБСЕ по водной дипломатии с особым акцентом на навыки ведения переговоров и медиацию с учетом ген 발행 연도: 2019 단체 저자: Regional Environmental Centre for Central Asia (CAREC) Публикация является отчетом о 10-й юбилейной центральноазиатской программе лидерства по окружающей среде для устойчивого развития (16-22 сентября 2019 г.) и региональном тренинге ОБСЕ по водной дипломатии с особым акцентом на навыки ведения переговоров и медиацию с учетом гендерных факторов (23-25 сентября 2019 г.), подготовленной РЭЦЦА в сотрудничестве с региональными и международными партнерами. 
Resolution 2178 (2014) Adopted by the Security Council at Its 7272nd Meeting, on 24 September 2014 발행 연도: 2014 단체 저자: United Nations Security Council Cette résolution a élargi le cadre de lutte contre le terrorisme en imposant des obligations aux États membres pour répondre à la menace des combattants terroristes étrangers. Grâce à la Résolution, le Conseil a condamné l'extrémisme violent et a décidé que les États Membres, conformément au droit international, empêcher le "recrutement, l'organisation, le transport ou l'équipement des personnes qui voyagent à un État autre que leur État de résidence ou de nationalité aux fins de le preperation, la planification de la, de la participation à des actes terroristes". Se déclarant préoccupée par la création de réseaux terroristes internationaux, le Conseil a souligné la «nécessité particulière et urgente" pour empêcher le Voyage et soutien aux combattants terroristes étrangers associés à l'État Islamique en Irak et au Levant (EIIL), Al-Nusra Avant (ANL) et d'autres sociétés affiliées ou des groupes dissidents d'Al-Qaida. Dans ce contexte, le Conseil, par la résolution, a décidé que tous les États doivent veiller à ce que leurs systèmes juridiques prévoient la poursuite, comme des infractions pénales graves, de Voyage pour le terrorisme ou la formation connexe, ainsi que le financement ou la facilitation de ces activités. États membres, il a également décidé, empêcher l'entrée ou le transit sur leur territoire de toute personne au sujet de laquelle cet état avait des informations crédibles de leurs intentions liées au terrorisme, sans préjudice de transit nécessaires à la poursuite des procédures judiciaires. Il a appelé les États à exiger des compagnies aériennes de fournir des listes de passagers à cette fin. Décrivant de nouvelles mesures de coopération internationale pour lutter contre le terrorisme international et d'empêcher la croissance de l'extrémisme violent, il est déclaré prêt à désigner des personnes supplémentaires pour des sanctions listes, et dirigé les organes subsidiaires lutte contre le terrorisme de l’ONU de consacrer une attention particulière aux combattants terroristes étrangers, l'évaluation de la menace qu'ils représentaient et les rapports sur les principales lacunes dans les capacités des États membres à supprimer leur voyage. 2014년 9월 24일, 제 7272차 회의에서 유엔 안전 보장 이사회에 의해 채택된 결의안 2178 (2014) 발행 연도: 2014 단체 저자: United Nations Security Council 이 결의안은 회원국들이 외국 테러리스트 전사들의 위협에 대응할 의무를 부과함으로써 대테러 프레임워크를 확대시켰다. 이 결의안을 통해 이사회는 폭력적 극단주의를 유죄로 선포하고, 회원국이 국제법에 따라 “테러리스트 활동에 참여, 준비, 계획할 목적으로 출생 또는 거주국 이외의 다른 국가로 여행하는 개인의 모집, 조직, 운송 또는 관련 장비 설치”를 금지할 것을 결정하였다. 국제 테러리스트 네트워크 구축에 대한 우려를 표명한 이사회는 이슬람 국가와 레반트(ISIL), 알 누스라 프론트(ANL) 및 알 – 카에다(Al-Qaida)의 분파 또는 연계 단체로의 외국 테러리스트 전사의 여행과 지원을 방지하기 위한 "특별하고 긴급한 필요성”을 강조했다. 이와 같은 맥락에서 이사회는 본 결의안을 통해, 모든 국가는 테러를 위한 여행 또는 테러 훈련, 테러 활동을 위한 자금 조달 혹은 자금 조장을 심각한 범죄행위로 규정하여 기소를 하도록 결정했다. 또한 회원국은 사법절차 발전에 필요한 체계를 침해함 없이, 테러리스트와 관련된 그 어떤 정보와 의도에 대해 신뢰할만한 정보를 가지고 있는 개인에 대해서는 그들이 자국 영토로 출입하는 것을 막아야 한다. 이 결의안은 회원국들이 항공사에게 승객 명부를 제공하도록 요구했다. 또한 국제 테러에 대응하기 위한 국제 협력 방안을 마련하고, 폭력적 극단주의의 성장을 막기 위해 추가 제제 대상을 지정하고, 유엔 대테러 보조 기구가 해외 테러 전사들에게 특별한 관심을 기울이도록 촉구하며, 그들이 제기한 위협을 평가하고, 회원국들의 여행 억제 능력의 주요 격차에 대해서도 보고한다. 
Keeping Girls in the Picture: Community Radio Toolkit 발행 연도: 2020 단체 저자: UNESCO | Global Education Coalition This toolkit is to help you to get stories and messages about this vital issue out to your audience. We want it to make an impact on people’s lives. We hope this toolkit will support you in creating exciting and memorable content for community radio programmes wherever you are.This toolkit contains the messages and facts from the global campaign. It has not been tailored for any specific region, country or area. We count on you to consider how to make this campaign most relevant to your audiences - drawing on local data and voices from your communities.The toolkit suggests several types of shows that community radio stations can create. If you want to include specific facts and statistics about your country, area or community, please work with organizations in your local network that can help. Resolution 2178 (2014) Adopted by the Security Council at Its 7272nd Meeting, on 24 September 2014 발행 연도: 2014 단체 저자: United Nations Security Council This resolution expanded the counter-terrorism framework by imposing obligations on member states to respond to the threat of foreign terrorist fighters. Through the resolution, the Council condemned violent extremism and decided that Member States shall, consistent with international law, prevent the "recruiting, organizing, transporting or equipping of individuals who travel to a State other than their States of residence or nationality for the purpose of the preperation, planning of, of participation in terrorist acts." Expressing concern over the establishment of international terrorist networks, the Council underscored the "particular and urgent need" to prevent the travel and support for foreign terrorist fighters associated with the Islamic State and the Levant (ISIL), Al-Nusra Front (ANL) and other affiliates or splinter groups of Al-Qaida. In that context, the Council, through the resolution, decided that all States shall ensure that their legal systems provide for the prosecution, as serious criminal offences, of travel for terrorism or related training, as well as the financing or facilitation of such activities. Member States, it also decided, shall prevent entry or transit through their territories of any individual about whom that state had credible information of their terrorist-related intentions, without prejudice to transit necessary for the furtherance of judicial processes. It called on States to require airlines to provide passenger lists for that purpose. Outlining further measures for international cooperation to counter international terrorism and prevent the growth of violent extremism, it expressed readiness to designate additional individuals for sanctions listings, and directed the United Nations counter-terrorism subsidiary bodies to devote special focus to foreign terrorist fighters, assessing the threat they posed and reporting on principal gaps in Member States' abilities to suppress their travel. 
Education in the Time of COVID-19 (COVID-19 Report; ECLAC-UNESCO) 발행 연도: 2020 단체 저자: Economic Commission for Latin America and the Caribbean (ECLAC) | UNESCO Santiago The coronavirus disease (COVID-19) pandemic has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. The Economic Commission for Latin America and the Caribbean (ECLAC) has argued that even before the pandemic hit, the social situation in the region was deteriorating, owing to rising rates of poverty and extreme poverty, the persistence of inequalities and growing social discontent. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty. Meanwhile, UNESCO has identified major gaps in educational outcomes, which are related to the unequal distribution of teachers in general, and of the best qualified teachers in particular, to the detriment of lower-income countries and regions and of rural areas, where indigenous and migrant populations tend to be concentrated.In the sphere of education, many of the measures that the region’s countries have adopted in response to the crisis are related to the suspension of face-to-face classes at all levels, which has given rise to three main areas of action: the deployment of distance learning modalities through a variety of formats and platforms (with or without the use of technology); the support and mobilization of education personnel and communities; and concern for the health and overall well-being of students.The aim of this document is to shed light on various consequences that these measures will have on educational communities in the short and medium term, and to offer key recommendations on how to manage those consequences in the best possible manner, drawing attention to opportunities for learning and innovation in the post-pandemic education system. La educación en tiempos de la pandemia de COVID-19 (Inform COVID-19; CEPAL-UNESCO) 발행 연도: 2020 단체 저자: Economic Commission for Latin America and the Caribbean (ECLAC) | UNESCO Santiago La pandemia de enfermedad por coronavirus (COVID-19) ha provocado una crisis sin precedentes en todos los ámbitos. En la esfera de la educación, esta emergencia ha dado lugar al cierre masivo de las actividades presenciales de instituciones educativas en más de 190 países con el fin de evitar la propagación del virus y mitigar su impacto.La Comisión Económica para América Latina y el Caribe (CEPAL) ha planteado que, incluso antes de enfrentar la pandemia, la situación social en la región se estaba deteriorando, debido al aumento de los índices de pobreza y de pobreza extrema, la persistencia de las desigualdades y un creciente descontento social. En este contexto, la crisis tendrá importantes efectos negativos en los distintos sectores sociales, incluidos particularmente la salud y la educación, así como en el empleo y la evolución de la pobreza. Por su parte, la UNESCO ha identificado grandes brechas en los resultados educativos, que se relacionan con una desigual distribución de los docentes, en general, y de los docentes mejor calificados, en particular, en desmedro de países y regiones con menores ingresos y de zonas rurales, las que suelen concentrar además a población indígena y migrante.En el ámbito educativo, gran parte de las medidas que los países de la región han adoptado ante la crisis se relacionan con la suspensión de las clases presenciales en todos los niveles, lo que ha dado origen a tres campos de acción principales: el despliegue de modalidades de aprendizaje a distancia, mediante la utilización de una diversidad de formatos y plataformas (con o sin uso de tecnología); el apoyo y la movilización del personal y las comunidades educativas, y la atención a la salud y el bienestar integral de las y los estudiantes.El objetivo de este documento es visibilizar la diversidad de consecuencias que estas medidas tendrán sobre las comunidades educativas a corto y mediano plazo, así como plantear las principales recomendaciones para sobrellevar el impacto de la mejor manera posible, proyectando oportunidades para el aprendizaje y la innovación en la educación posterior a la pandemia. 
A Case Study on Teaching and Learning Process for Global Citizenship Education: Focused on Classes on the Refugee Disputes (Journal of Educational Innovation Research; Vol. 26, No. 3) 발행 연도: 2016 저자: Junho Choi 단체 저자: Pusan National University. Educational Development Institute Purpose: With the advent of the global civil society, this study is initiated from the necessity to design and make practical educational contents and methods which help us find relevant social studies’ topics and deal with them profoundly. For this reason, this study, in relation to our Global Citizenship Education(GCE) at school, was to focus on finding out practical strategies for the solutions to the refugee disputes and to find practical syllabuses. Method: This study was performed by using a literature research methods. I collected and examined relevant existing paper materials such as journals, reports, and books. Thereby, I searched a related topic and extracted meanings, values, perspectives on the topic which each materials contained. And then, I analyzed them by categorizing, integrating, and comparing the each extracted content. Based on this method, I can find the general characteristics and present practical strategies on the global citizenship education. Results: This study makes it possible to be well organized, based on self-directed and small group cooperative learning process by utilizing the PBL method(Problem Based Learning). In particular, this method allows students to make ‘Virtual Commission of Refugees’, and to debate and negotiate issues on their own. Conclusion: This process intends for students to recognize that the refugee disputes are the problem which as a member of the global civil society, all of the people should consider and overcome for the public welfare and developments. For this reason, this study, in relation to our Global Citizenship Education(GCE) at school, tries to focus on finding out practical strategies for the solutions to the refugee disputes and to find practical syllabuses. 세계시민교육을 위한 교수․학습과정안 사례연구: 난민문제 수업을 중심으로 (교육혁신연구; Vol 26, No. 3) 발행 연도: 2016 저자: 최준호 단체 저자: 부산대학교 교육발전연구소 연구목적: 본 연구는 세계시민사회 도래에 대응한 적합성이 높은 사회과교육의 주제를 발굴하고 이를 더욱 심층적으로 다룰 수 있도록 하는 교육적 내용 및 방법에 관한 설계와 실천이 절실히 필요하다고 보았다. 이 같은 취지에서 본 연구의 목적은 사회교과를 통해 세계시민교육을 하고자 할 때 시의적절한 주제를 선정하고 실제 수업에 활용하기에 적절한 내용과 방법을 구체적으로 살펴보고자 함에 있다. 연구방법: 본 연구는 문헌 연구 방법을 통해 국내·외 선행연구로서의 학술논문, 단행본, 연구보고서 및 자료 등을 수집·분석하여 세계시민교육의 배경과 특징을 파악하고, 세계시민교육의 의미와 가치에 대한 이해를 바탕으로 세계시민교육 차원의 사회교과 교수·학습을 위한 구체적인 주제를 발굴함과 동시에 그에 따른 내용과 방법상의 실천 전략을 제시하고자 하였다. 연구결과: 본 연구는 PBL 기법(문제중심학습)을 활용하여 난민문제의 교수·학습 과정을 학습자의 자기주도 학습 및 소집단별 협동학습에 주안점을 두며 지식, 기능, 가치·태도, 그리고 실천적 목표를 달성하기 위한 내용과 절차를 유기적으로 구성하였다. 특히, 학습자 중심의 가상의 ‘난민조정위원회’의 구성과 토론 및 협상 과정이라는 상황을 입혀 난민문제를 학습자들이 직접 다루도록 하였다. 논의 및 결론: 세계시민교육 차원에서 난민문제가 사실상 세계시민사회 전체의 공공복리와 공영발전을 위해 극복해야 할 필수 과제이며, 세계시민의 일원으로서의 관심과 참여적 역할이 필요하다는 점을 학생들이 직접 깨닫도록 하였다. 
L'éducation aux droits de l'homme dans les systèmes scolaires d'Europe, d'Asie centrale et en Amérique du Nord: un recueil de bonnes pratiques 발행 연도: 2009 단체 저자: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) “L'Éducation aux Droits de l'Homme dans les systèmes scolaires de l'Europe, l'Asie centrale et en Amérique du Nord: Un Recueil de Bonnes Pratiques" est une compilation de 101 exemples de bonnes pratiques dans l'éducation aux droits de l'homme dans les écoles primaires, les écoles secondaires et les établissements de formation des enseignants de l'Organisation pour Sécurité et la Coopération dans la zone Europe (OSCE), qui est également couvert par l'Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO), le Bureau du Haut Commissariat des Nations Unies aux Droits de l'Homme (HCDH) et, en partie, la situation géographique mandat du Conseil de l'Europe (CoE). Le terme «éducation aux droits de l'homme» est souvent utilisé dans cette ressource dans un sens plus large, pour inclure également l'éducation à la citoyenneté démocratique et l'éducation pour le respect et la compréhension mutuelle, qui sont toutes basées sur les normes des droits humains internationalement convenus. Ces trois domaines sont considérés comme interconnectés et essentiel dans les systèmes éducatifs afin de préparer les jeunes à être des participants actifs, responsables et dans leur communautés, ainsi qu'aux niveaux national et mondial. L'éducation aux droits de l'homme a été défini comme l'éducation, la formation et de l'information visant à la construction d'une culture universelle des droits de l'homme. Une formation approfondie dans les droits de l'homme fournit non seulement des connaissances sur les droits humains et les mécanismes qui les protègent, mais confère également les compétences nécessaires pour promouvoir, défendre et appliquer les droits de l'homme dans la vie quotidienne. L'éducation à la citoyenneté démocratique met l'aCECnt sur les pratiques et les activités visant à aider les jeunes et les adultes à jouer un rôle actif dans la vie démocratique et à exercer leurs droits et responsabilités dans la société de l'éducation. L'éducation pour le respect et la compréhension mutuelle met en évidence le respect de soi, respect des autres, et l'amélioration des relations entre les gens de différentes traditions culturelles. Ce livre vise à soutenir l'enseignement de qualité dans ces domaines et d'inspirer les décideurs éducatifs (ceux qui travaillent dans les ministères de l'éducation et les conseils scolaires locaux) et les administrateurs, les enseignants, les formateurs d'enseignants, les éducateurs non formels et tous les autres acteurs intéressés, ainsi que pour faciliter la mise en réseau et l'échange d'expériences entre les professionnels de l'éducation.