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Global Citizenship Education in Hong Kong and Shanghai Secondary Schools: Ideals, Realities and Expectations (Citizenship Teaching and Learning vol 2, no. 2) 발행 연도: 2006 저자: Wing On Lee | Sai Wing Leung 단체 저자: Intellect The world has become increasingly interdependent with the ongoing trend of globalization. Preparation for citizenship obviously needs to extend beyond students’ national boundary, such as understanding the impact of citizenship behaviors in one region upon the other parts of the world, and the promotion of peace and justice across nations. This paper reports a study on global citizenship education (GCE) in secondary schools in Hong Kong and Shanghai conducted from December 2002 to June 2003, organized by the Centre for Citizenship Education of the Hong Kong Institute of Education, the Department of Education of the Shanghai Teachers' University, and the Love Outreach Education Academy and Oxfam Hong Kong, with funding provided by the latter. The study aimed at understanding (1) teachers’ knowledge, skills and values toward GCE, (2) GCE curriculum available in schools and its implementation; (3) difficulties in implementing GCE in schools; and (4) the kind of change and support that teachers expected for enhancing the development of GCE. The study also provided data for comparing the similarities and differences in the two major international cities in China. The study finds that that teachers in Hong Kong and Shanghai both support global citizenship education in their schools, but they have encountered problems and difficulties such as pressure from the exam-oriented curriculum, lack of training, lack of support from the school and government, and also a lack in self-efficacy, not feeling that personal efforts can bring about changes in the world. There are interesting contrasts between Hong Kong and Shanghai teachers. Shanghai teachers are comparatively more interested in global affairs, whereas Hong Kong teachers are relatively more interested in local affairs. Shanghai teachers tend to focus on knowledge and skills in global citizenship education, whereas Hong Kong teachers tend to focus on values. L'éducation à la citoyenneté Mondiale (ECM) à Hong Kong et Shanghai écoles secondaires: les idéaux, les réalités et les attentes (vol 2, no 2). 발행 연도: 2006 저자: Wing On Lee | Sai Wing Leung 단체 저자: Intellect Le monde est devenu de plus en plus interdépendante avec la tendance actuelle de la mondialisation. Préparation à la citoyenneté doit évidemment aller au-delà les frontières nationales des élèves, telles que la compréhension de l'impact des comportements de citoyenneté dans une région sur les autres parties du monde, et la promotion de la paix et de la justice entre les nations. Cet article présente une étude sur L'éducation à la citoyenneté Mondiale (ECM) dans les écoles secondaires à Hong Kong et Shanghai réalisées à partir de Décembre 2002 à Juin 2003 organisé par le Centre d'éducation à la citoyenneté de l'Institut de Hong Kong de l'éducation, le ministère de l'éducation de l'Université de Shanghai enseignants, et la sensibilisation Amour Education Academy et Oxfam Hong Kong, grâce au financement fourni par ce dernier. L'étude visant à comprendre (1) les connaissances, les compétences et les valeurs des enseignants vers ECM, (2) programme d'ECM disponibles dans les écoles et sa mise en œuvre; (3) des difficultés dans la mise en œuvre ECM dans les écoles; et (4) le genre de changement et de soutien que les enseignants attendus pour améliorer le développement de l'ECM. L'étude a également fourni des données pour comparer les similitudes et les différences dans les deux grandes villes internationales en Chine. L'étude conclut que les enseignants à Hong Kong et Shanghai à la fois soutenir L'éducation à la citoyenneté Mondiale (ECM) dans leurs écoles, mais ils ont rencontré des problèmes et des difficultés telles que la pression du programme orienté vers les examens, le manque de formation, le manque de le soutien de l'école et du gouvernement, et aussi un manque dans l'auto-efficacité, ne se sentant pas que les efforts personnels peuvent apporter des changements dans le monde. Il y a des contrastes intéressants entre Hong Kong et Shanghai enseignants. Les enseignants Shanghai sont relativement plus intéressés dans les affaires mondiales, alors que les enseignants de Hong Kong sont relativement plus intéressés par les affaires locales. les enseignants de Shanghai ont tendance à se concentrer sur les connaissances et les compétences en matière d'éducation à la citoyenneté mondiale, alors que les enseignants de Hong Kong ont tendance à se concentrer sur les valeurs. Education 2030: Déclaration d'Incheon et Cadre d'action: vers une éducation inclusive et équitable de qualité et un apprentissage tout au long de la vie pour tous 발행 연도: 2016 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | United Nations Development Programme (UNDP) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | World Bank | United Nations Population Fund (UNFPA) | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) This framework — painstakingly drafted over many months with input from governments, international agencies, civil society and experts — provides guidance for implementing the education commitments made in the 2030 Agenda for Sustainable Development at a national, regional and global level. In particular: it aims at mobilizing all countries and partners around Sustainable Education Goal 4 and its targets; it proposes ways of implementing, coordinating, financing and monitoring the new commitments; and it proposes indicative strategies which countries may wish to draw upon in developing their plans, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. 
Research Report: A Comparative Study on Hybrid Learning in Schools 발행 연도: 2024 단체 저자: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment. 
Research Report: A Comparative Study on Hybrid Learning in Schools 발행 연도: 2024 단체 저자: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Hybrid learning is not just a response to pandemics but also serves as a viable solution for other scenarios where full school attendance is difficult. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.Published in February 2024 by the UNESCO International Bureau of Education (IBE) with support from the European Union. 
Remote Learning During the Global School Lockdown: Multi-Country Lessons 발행 연도: 2020 저자: Maria Barron Rodriguez | Cristobal Cobo | Alberto Muñoz-Najar | Iñaki Sánchez Ciarrusta 단체 저자: World Bank This study includes three main sections that have been organized in a chronological order within this report: the first one, “What can we learn from education emergency responses in low- and middle-income countries?” analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May, 2020. The second section, “Is remote learning perceived as effective? An in-depth analysis across five countries” discusses the main national education responses deployed by Brazil, Kenya, Nigeria, Sierra Leone, and Peru, as well as the perceived effectiveness of these strategies conducted from May until August, 2020. The third section, “What works with remote and remedial strategies? an analysis across 13 countries” builds on key lessons learned during the analysis of the five multi-country experiences and presents global trends of remote learning implemented during school closures and the actions governments adopted to get ready for remedial learning, conducted from August until December 2020. The countries prioritized for the third section are IDA borrowing countries of which six are low-income countries: Afghanistan, Haiti, Malawi, Mozambique, Niger, and Rwanda; and five are lower-middle-income countries: Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Additionally, two high-income countries, Estonia and Uruguay, have been included in the report. The main trends across this report are discussed below and have been grouped in five themes: (1) Adopt delivery systems with an inclusive approach; (2) Adjust the curriculum to ensure effectiveness; (3) Secure sustained teacher training and in-service support; (4) Leverage institutional capacities while ensuring sustained monitoring and evaluation; and (5) Consolidate national strategies to remediate learning losses. 
Supporting Early Childhood Development: From Science to Large-Scale Application 발행 연도: 2016 저자: The Lancet 단체 저자: United Nations Children's Fund (UNICEF) | World Bank | World Health Organization (WHO) This document summarizes the series of articles on Early Childhood Development published by The Lancet in 2016. It presents new scientific evidence that supports interventions and proposes measures to be applied in large-scale child development programs. The series emphasizes "loving care sensitive to the needs of the child", especially up to three years of age, as well as multisectoral interventions that, taking the health sector as a starting point, allow reaching many families and young children through health and nutrition. Apoyando el desarrollo en la primera infancia: De la ciencia a la aplicación a gran escala 발행 연도: 2016 저자: The Lancet 단체 저자: United Nations Children's Fund (UNICEF) | World Bank | World Health Organization (WHO) Este documento resume la serie de artículos sobre Desarrollo en la primera infancia que publicó The Lancet en 2016. Presenta nueva evidencia científica que fundamenta intervenciones y propone medidas a ser aplicadas en programas de desarrollo infantil a gran escala. La serie hace hincapié en el “cuidado cariñoso y sensible a las necesidades del niño”, sobre todo hasta los tres años de edad, así como en las intervenciones multisectoriales que, tomando el sector salud como punto de partida, permiten llegar a muchas familias y niños pequeños a través de la salud y la nutrición. 
可持续发展教育: 路线图 발행 연도: 2022 단체 저자: 联合国教科文组织 (UNESCO) 本文是联合国教科文组织实施可持续发展教育所制定的路线图，旨在阐明地球面临的紧迫挑战，探讨教科文组 织通过教育应对这些挑战的下一步工作，并详细梳理新的侧重点和行动。 
Gender, Media and ICTs: New Approaches for Research, Education & Training 발행 연도: 2019 저자: Lisa French | Aimée Vega Montiel | Claudia Padovani 단체 저자: UNESCO Higher education has to grapple with intense change in communications technologies, genres and business models - and with stubborn continuities in gender inequalities. This publication helps to navigate and transform the conundrum. It provides seven structured and practical modules, and a treasure trove of links to further resources. The book’s contents can empower its readers to advance gender equality in and through communications.