자료
세계시민교육에 대한 이해를 넓히고 연구, 옹호 활동, 교수, 학습 등을 향상시킬 수 있는 다양하고 유용한 자료를 찾아보세요.
2,646 건의 결과가 검색되었습니다
التقرير العالمي لرصد التعليم 2019: التقرير عن المسائل الجنسانية; بناء الجسور لتحقيقالمساواة بين الجنسين 발행 연도: 2019 단체 저자: Global Education Monitoring Report Team يمثل تحقيق المساواة بين الجنسين من حيث الالتحاق بالمدرسة والمشاركة في عمليات التعليم والتعلم والاستفادة من الفرص الاقتصادية والاجتماعية التي يمكن أن يتيحها التعليم طموحات أساسية مترابطة لهدفين من أهداف التنمية المستدامة المحددة في خطة التنمية المستدامة لعام 2030 ، هما: هدف التنمية المستدامة 4 الخاص بالتعليم وهدف التنمية المستدامة 5 الخاص بالمساواة بين الجنسين. وهذان الهدفان ضروريان أيضاً لتحقيق برنامج "التعليم حتى عام 2030 إطار العمل لتحقيق الهدف الرابع من أهداف التنمية المستدامة" الذي يدعو البلدان إلى اعتماد استراتيجيات لا تتطرق فقط إلى انتفاع الجميع بالتعليم بل تتناول أيضاً قضايا جوهرية تتعلق بالمساواة بين الجنسين منها: "دعم السياسات والخطط وبيئات التعلّم المراعية لقضايا الجنسين، وبتعميم مراعاة قضايا الجنسين في إعداد المعلمين وفي المناهج الدراسية، وبالقضاء على التمييز والعنف القائمين على نوع الجنس في المدارس".ويستند التقرير عن المسائل الجنسانية لعام 2019 إلى إطار رصد اعتُمد أول مرة في التقرير العالمي لرصد التعليم لعام 2016 . وهذا الإطار، فضلاً عن تركيزه على التكافؤ بين الجنسين في المشاركة في التعليم والتحصيل الدراسي والنتائج الدراسية، يدرس الظروف الاقتصادية والاجتماعية العامة )المعايير الجنسانية والمؤسسات( وسمات نظام التعليم الرئيسية )القوانين والسياسات وممارسات التعليم والتعلم وبيئات التعلم والموارد(. ويبحث الإطار أيضاً العلاقة القائمة بين التعليم ومجموعة مختارة من النتائج الاقتصادية والاجتماعية. فالتحرك باتجاه تحقيق التكافؤ بين الجنسين على مستوى التحصيل الدراسي، على سبيل المثال، يؤدي إلى ارتفاع معدلات مشاركة المرأة في القوة العاملة، غير أن مشاركتها هذه، إذا كانت منخفضة المستوى، تعزز المعايير السائدة وتحول دون زيادة فرص التعليم التي يمكن أن تتاح لها. Global Education Monitoring Report 2019: Gender Report: Building Bridges for Gender Equality 발행 연도: 2019 단체 저자: Global Education Monitoring Report Team Achieving gender equality in education participation, in the teaching and learning process and in access to social and economic opportunities that education can facilitate are key interlinked ambitions in two of the Sustainable Development Goals (SDGs) in the 2030 Agenda for Sustainable Development: SDG 4 on education and SDG 5 on gender equality. These aims are also key to the Education 2030 Framework for Action, which calls on countries to adopt strategies that not only cover access to education for all but also address substantive gender equality issues: ‘supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-based discrimination and violence in schools’. The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report.In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes. For instance, a move towards parity in education attainment may increase women’s labour force participation rates, but low levels of labour force participation feed into existing norms and may constrain expansion of education opportunities for women. Rapport mondial de suivi de l'éducation 2019: rapport sur l'égalité des genres: Bâtir des ponts pour promouvoir l'égalité des genres 발행 연도: 2019 단체 저자: Global Education Monitoring Report Team La réalisation de l’égalité des genres dans la participation à l’éducation, les processus d’enseignement et d’apprentissage et l’accès aux possibilités sociales et économiques offertes par l’éducation est une ambition majeure portée par deux des Objectifs du Programme de développement durable à l’horizon 2030: l’ODD 4 relatif à l’éducation et l’ODD 5 relatif à l’égalité des sexes. Cette ambition occupe également une place centrale dans le Cadre d’action Éducation 2030, qui appelle les pays à ne pas se limiter à l’accès à l’éducation pour tous dans les stratégies qu’ils adoptent mais à aborder également les questions de fonds relatives à l’égalité des genres: «nous prenons l’engagement de soutenir les politiques, la planification et les environnements d’apprentissage attentifs au genre, d’intégrer les questions de genre dans la formation des enseignants et dans les programmes d’enseignement, ainsi que d’éliminer les discriminations et la violence fondées sur le genre à l’école». Le Rapport 2019 sur l’égalité des genres s’appuie sur le cadre de mesure qui a été utilisé pour la première fois dans l’édition 2016 du Rapport mondial de suivi sur l’éducation.Tout en examinant en priorité la parité entre les genres dans la participation à l’éducation et les résultats et les acquis scolaires, le cadre analyse des données sociales et économiques (normes et institutions liées au genre) ainsi que les principales caractéristiques des systèmes éducatifs (lois et politiques, pratiques d’enseignement et d’apprentissage, environnements d’apprentissage et ressources). Le cadre s’intéresse en outre aux rapports entre l’éducation et certains résultats sociaux et économiques précis. Ainsi, une plus grande parité au niveau des résultats scolaires peut accroître le taux de participation des femmes au marché du travail tandis qu’une faible participation féminine au marché du travail renforce les normes existantes et freine le développement des possibilités d’éducation des femmes. 
From access to empowerment: UNESCO strategy for gender equality in and through education 2019-2025 발행 연도: 2019 단체 저자: UNESCO Gender bias still permeate the entire education system in some settings and is often perpetuated rather than questionned. This includes the absence of women as leaders in textbooks, to differential expectations of boys and girls by teachers, to school policies that put pregnant girls at the door rather than respecting, protecting and fulfilling their right to education. This Strategy focuses on system-wide transformation to benefit all learners and targeted interventions to support girls’ and women’s empowerment. It offers three clear lines of action: better data to inform action for gender equality in and through education, better legal, policy and planning frameworks to advance rights, and better teaching and learning practices to empower. De l’accès à l’autonomisation: stratégie de l’UNESCO pour l’égalité des genres dans et par l’éducation 2019-2025 발행 연도: 2019 단체 저자: UNESCO Les préjugés de genres continuent d’imprégner l’ensemble du système éducatif et sont souvent perpétués au lieu d’être contestés. Ces derniers vont de l’absence de leaders féminins dans les manuels scolaires, aux attentes différentes des enseignants concernant les filles et les garçons, en passant par les politiques scolaires qui excluent les filles enceintes au lieu de les respecter, de les protéger et de garantir leur droit à l’éducation. Cette stratégie met l’accent sur la transformation à l’échelle du système au profit de tous les apprenants, et sur des interventions ciblées pour soutenir l’autonomisation des filles et des femmes. Elle propose trois thématiques prioritaires distincts : meilleures données pour éclairer l’action ; meilleurs cadres juridiques, politiques et de planification pour faire progresser les droits ; et meilleures pratiques d’enseignement et d’apprentissage pour autonomiser. 
EIU Best Practice Series No. 5: Peace and human rights education through education for sustainable development: lessons from four case studies in the Philippines 발행 연도: 2007 단체 저자: APCEIU The four case studies showed that EIU through peace and human rights education in the context of education for sustainable development can build a critical mass of Filipinos who will reject wars and promote social security. Education can play a role to direct the children, youth, and adults toward peace building and better understanding of cultural differences. It should also be noted that when institutions adopt a peace culture, establishing local and international organizations and putting up resources for various peace-building initiatives become possible. Educational intervention can effect changes in the minds of men and build a lasting and substantive foundation for peace based on justice and respect for human rights. 
Образование в области прав человека в России. Аналитический отчет 발행 연도: 2008 저자: Anatoly Azarov 단체 저자: Moscow School of Human Rights The book examines the status, trends, and issues of human rights education, including HIV/AIDS prevention education in the Russian Federation. It spans the period from the early 1990s to December 2008, analyzing both positive preconditions for the spread of human rights and freedoms knowledge in Russia and obstacles encountered in the process. A special focus is on laws, regulations and standards applicable to higher education. The book describes the activities of the primary social institutions engaged in HRE: comprehensive schools and universities, human rights commissioners, NGOs. It shows examples of international humanitarian law teaching; offers an evaluation of HRE literature for Russian universities; offers a concept of Science and Discipline of Human Rights. The book also examines the condition of HIV/AIDS prevention education within the context of human rights observance. The authors’ conclusions and judgments are supported with a special opinion poll. 
The Application Degree of Human Right Principles in Education Process from the point View of Students of Basic Education 발행 연도: 2014 저자: Mahmoud AlSubhi This study aimed at investigating the application degree of human right principles in the education processes from the point view of students at basic education schools. To achieve the purpose of the study, the researcher developed a 37 items questionnaire containing two dimensions (freedom of expressing views & justice and equity). The results showed that the application of human right in the schools was moderate. Also, the application of the dimension of justice and equity came higher than the dimension of the freedom of expressing views. The study recommends that there is a need for promoting the application of human right in the education processes. 
Policy on women and men in modern Kazakhstan (short version) 발행 연도: 2016 저자: Margarita A. Uskembaeva | Tatyana A. Rezvushkina | Aygul A. Beysenova The implementation of gender policy in modern Kazakhstan society is an important direction of state policy, when this area becomes an important resource for strengthening Kazakhstan's statehood and modernization of society. Gender policy implementation is one of the main factors for achieving democracy. As part of a gender study conducted by the Public Foundation “Institute for Equal Rights and Equal Opportunities of Kazakhstan” (Almaty) with the support of the Friedrich Ebert Foundation in Kazakhstan, Kazakhstan’s attitude to the main areas of gender policy implementation was studied. Политика в отношении женщин и мужчин в современном Казахстане (краткая версия) 발행 연도: 2016 저자: Margarita A. Uskembaeva | Tatyana A. Rezvushkina | Aygul A. Beysenova Реализация гендерной политики в современном казахстанском обществе является важным направлением государственной политики, когда данное направление становится важным ресурсом для укрепления казахстанской государственности и модернизации общества. Осуществление гендерной политики является одним из главных факторов достижения демократии. В рамках гендерного исследования, проведенного Общественным Фондом «Институт равных прав и равных возможностей Казахстана» (г. Алматы) при поддержке Представительства Фонда имени Фридриха Эберта в Казахстане было изучено отношение казахстанцев к основным направлениям реализации гендерной политики.