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The SDGs PlayBook 발행 연도: 2021 단체 저자: Nigeria Youth SDGs Network Nigeria Youth SDGs Network is a coalition of youth lead and youth serving civil society organizations localizing the United Nations SDGs in Nigeria. Their mission is to amplify the voices of young Nigerians and enhance their participation in the developmental agenda of their country. NGYouthSDGs focuses on civic participation, livelihoods and employments, capacity development and education.The Youth SDGs Playbook provides the know-how for young to act towards ensuring the sustainable development of their community through their own personal and collective efforts.

التربية من أجل المواطنة البيئية التربية من أجل المواطنة البيئية: كتيب للمعلمين لأفكار عملية من أجل تطبيق التربية للمواطنة البيئية 발행 연도: 2019 단체 저자: European Network for Environmental Citizenship (ENEC) تم تأسيس الشبكة األوروبية للمواطنة البيئية (ENEC (كشبكة مخصصة للتعاون العلمي تم تمويلها كفعالية لمنظمة التعاون األوروبي في العلوم والتكنولوجيا (2020 Horizon-CA16229 (COST – حيث تجمع أكثر من 120 خبير من 38 دولة بهدف تحسين فهم ممارسة وتقييم المواطنة البيئية في اوروبا والدول المشاركة. تعتبر المواطنة البيئية مفهوما مؤثرا في العديد من المجاالت المختلفة مثل االقتصاد، السياسة، الفلسفة، االدارة التظيمية والتسويق، باالضافة الى ذلك من الممكن استغاللها وتطويرها أكثر في المجال التربوي. األزمة البيئية المعاصرة مع تغير المناخ، فقدان التنوع البيئي، تلوث الهواء، وجميع المشاكل البيئية المحلية والعالمية تتطلب تربية قاد ًرة على انشاء وتمكين المواطنين البيئيين. تلعب التربية دورا اساسيا في بلورة مواطنين بيئيين مستقبليين. ان المنهج التعليمي من أجل التربية للمواطنة البيئية هو اقتراح يشير في هذا االتجاه. اعتما ًدا على المشكلة البيئية قيد الدراسة ، ومستوى التعليم )مثل التعليم االبتدائي أو الثانوي( واإلعدادات التعليمية )على سبيل المثال ، رسمية أو غير رسمية( ، يمكن إجراء الفروق والتعديالت الالزمة. يوصي هذا النهج باتخاذ عناصر محددة كمراحل وخطوت، اال أنه ليس من الضروري اتباعها كلها أو أن تتم على نحو تسلسلي معين, فان األمر منوط بالمشكلة البيئية المدروسة، مستوى التربية )مثال: التعليم االبتدائي أو التعليم الثانوي( واالطر التربوية )مثال: رسمي أو غير رسمي(، ووفقا لها يتم القيام بالمالئمات والتعديالت المالئمة.

Education for Environmental Citizenship in Focus: A Booklet for Teachers With Practical Ideas for Implementation of Education for Environmental Citizenship 발행 연도: 2019 단체 저자: European Network for Environmental Citizenship (ENEC) The European Network for Environmental Citizenship (ENEC) – funded as a COST Action (CA16229-Horizon 2020) – brings together more than 130 experts from 38 countries with the objective to improve the understanding, the practice and the assessment of Environmental Citizenship in Europe and the participating countries. Environmental Citizenship has been an influential concept in many different arenas such as economy, policy, philosophy, organizational and corporation management and marketing and could be better exploited and established furthermore in the field of education as well. The contemporary environmental crisis with climate change, biodiversity loss, air pollution and all other local and global environmental problems demand an education that is capable of empowering environmental citizens. Education plays a key role in shaping future environmental citizens. The Education for Environmental Citizenship pedagogical approach is a proposal that points in this direction. The approach recommends specific elements as stages and steps, but it is not mandatory to follow all of them, or to apply them in a particular linear order. Depending on the environmental problem under study, the level of education (e.g., primary or secondary) and the educational settings (e.g. formal or non-formal), the necessary differentiations and amendments can be made.

고등학교 세계시민교육 문턱 낮추기 프로젝트 – 사회과군 편 발행 연도: 2021 저자: 김다영 | 김병연 | 윤신원 | 황태성 단체 저자: 유네스코 아시아태평양 국제이해교육원 유네스코 아태교육원은 ⟪고등학교 세계시민교육 문턱 낮추기 프로젝트 – 사회과군 편⟫을 발간했다. ⟪고등학교 세계시민교육 문턱 낮추기 프로젝트⟫의 첫 시리즈인 이 책은 보다 많은 고등학교 선생님들이 학교 현장에서 세계시민교육을 실천할 수 있도록 진입장벽을 낮추고자 기획되었다. 특히 세계시민교육 관련 내용이 많이 포함되어 있는 사회과군 선생님들이 실제 수업에서 진행한 세계시민교육 교수학습 사례를 담았다. <목차>서문1장. 질문과 토론으로 이어가는 세계시민교육 1.1. 자문자답(自問自答), 저를 소개합니다 1.2. 2021년, 수업을 이렇게 설계했어요 1.3. 학생들과 함께 수업을 만들어갔어요사례 1] 불평등 현상과 사회정의사례 2] 사회정의 관점에서 세계화 바라보기사례 3] 평화의 관점에서 통일 문제 탐구 1.4. 수업을 되돌아보며 2장. 지구적으로 생각하고 지역적으로 행동하는 우리는 ‘세계시민’ 2.1. 선생님은 왜 ‘세계시민교육’을 하나요? 2.2. ‘세계시민교육’, 어렵지 않아요!사례 1] 세계화와 먹거리 문제사례 3] 지속가능발전을 위한 국제개발협력의 주체사례 2] 기후 위기와 지속가능한 세계 2.3. 미래 세대를 위한 교육, 우리 함께해요 3장. 지역이해와 활동 중심으로 구성하는 세계시민교육 3.1. 세계시민교육, 이렇게 만났어요 3.2. 세계시민교육, 무엇부터 시작해야 할까요? 3.3. 세계시민교육과 연결성사례 1] 영상을 통한 자연과 인간과의 관계 이해하기사례 2] 모둠 활동을 통한 나와 지역사회 연결하기 3.4. 세계시민교육과 인권사례 1] 세계인권선언 그림 카드 만들기사례 2] 인권 시 작성하고 낭송하기 3.5. 다문화교육과 세계시민교육사례 1] 영상을 통한 다문화교육사례 2] 포토스탠딩을 통한 다문화교육 3.6. 실천을 통한 세계시민교육사례 1] 100원 경매를 통한 기부 활동사례 2] SDGs 이해하고 실천하기 3.7. 글을 마치며

المواطنة 발행 연도: 2020 저자: Zeyad Alawana 단체 저자: Ministry of Political and Parliamentary Affairs يهدف الكتيب إلى تعميق ثقافة المواطنة الصالحة والفعّالة لدى الشباب، وتعريفهم بحقوقهم وواجباتهم الواردة في الدستور الاردني، وتعريفهم أيضاً بقيم المواطنة الصالحة الي تقوم على أساس سيادة القانون، واحرام المساواة، والتسامح وتقبّل الآخر، وتقبل التعددية والتنوع في المجتمع. وبشكل أكثر تفصيلاً، يحتوي الكتيب على موضوعات ومعارف وأسئلة وخبرات تهدف إلى ما يلي:•أولاً، التعريف بمفهوم المواطنة والحقوق والواجبات والتمييز بين المواطن الصالح وغير الصالح.•ثانياً، التعريف بمبادئ المواطنة الصالحة ، كالحرية والمشاركة الفاعلة والمساواةوتكافؤ الفرص والتضامن والمحافظة على الممتلكات العامة.•ثالثاً، التعريف بأهداف المواطنة، كالالتزام بمبادئ الديمقراطية، والتحرر من التعصب والتميز، والايمان بالأخوّة الإنسانية والمنهج العلمي في التفك وسيادة القانون، والالزام بالدستور، والمشاركة السياسية الفاعلة، واحرام كرامة الانسان، واكتساب قيم المواطنة الحقة.

Education for sustainable development for social transformation 발행 연도: 2017 단체 저자: UNESCO Hanoi | Viet Nam. Ministry of Education and Training This course on Education for Sustainable Development for Social Transformation explains the connection between sustainable development, education and the successful implementation of national and international policies and initiatives on Sustainable Development, such as the Education for Sustainable Development Framework, Global Citizenship Education and the post-2015 Development Agenda. A particular focus is placed on Viet Nam's implementation of these initiatives, including MOET's Action Plan to Implement the National Strategy on Natural Disaster Prevention, Control and Mitigation in the Education Sector in the 2011-2020 Period.The courses promote creative thinking and a holistic approach to some of our planet's most pressing issues. A contribution to sustainable development will be made by encouraging students, families, schools and communities to be bioliterate.

Education for sustainable development for social transformation 발행 연도: 2017 단체 저자: UNESCO Hanoi | Viet Nam. Ministry of Education and Training This course on Education for Sustainable Development for Social Transformation explains the connection between sustainable development, education and the successful implementation of national and international policies and initiatives on Sustainable Development, such as the Education for Sustainable Development Framework, Global Citizenship Education and the post-2015 Development Agenda. A particular focus is placed on Viet Nam's implementation of these initiatives, including MOET's Action Plan to Implement the National Strategy on Natural Disaster Prevention, Control and Mitigation in the Education Sector in the 2011-2020 Period.The courses promote creative thinking and a holistic approach to some of our planet's most pressing issues. A contribution to sustainable development will be made by encouraging students, families, schools and communities to be bioliterate.

Index for Inclusion: Developing Learning and Participation in Schools 발행 연도: 2015 저자: Tony Booth | Mel Ainscow 단체 저자: Organization of Ibero-American States (OEI) | FUHEM Education This guide provides a set of support materials for self-assessment of all aspects of a school, related to inclusive education, including activities at recess and in the classroom, as well as in the communities and in the context in which it's found. All staff, parents and guardians, as well as the students themselves (whether children, adolescents, or youth) are invited to contribute to the implementation of a plan for inclusion.

Guía para la Educación Inclusiva: Desarrollando el aprendizaje y la participación en los centros escolares 발행 연도: 2015 저자: Tony Booth | Mel Ainscow 단체 저자: Organization of Ibero-American States (OEI) | FUHEM Education Está guía brinda un conjunto de materiales de apoyo a la autoevaluación de todos los aspectos de un centro escolar, relacionados con la educación inclusiva, incluyendo las actividades en el recreo y en las aulas, así como en las comunidades y en el contexto en el que se encuentra. Se invita a que todo el personal, los padres y tutores, así como los propios estudiantes (sean niños, adolescentes o jóvenes), contribuyan a la implementación de un plan para la inclusión.

Guide of Good Practices in Inclusive Education 발행 연도: 2013 저자: Carmen Solla Salvador 단체 저자: Save the Children | Spanish Agency for International Development Cooperation (AECID) In this document, Save the Children expresses its commitment to an educational model in which all boys and girls learn together, regardless of their personal, social or cultural conditions; being able to opt for the same learning and development opportunities. To achieve this, the actors in the different educational fields (competent administrations, those responsible for the centers, other educational entities and the rest of the community), must establish the necessary conditions to identify the existing barriers to the participation and learning of children, girls and adolescents; and implement the necessary measures to overcome them.

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