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برنامج الملك عبد الله بن عبد العزيز الدولي لثقافة السلام والحوار: أهم منجَزات المرحلة الأولى 발행 연도: 2016 단체 저자: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) انبثق برنامج الملك عبد الله بن عبد العزيز الدولي لثقافة السلام والحوار من الإطار المؤسسي لبرنامج اليونسكو لثقافة السلام واللاعنف.إن ثقافة السلام لا تقتصر على كونها مفهوماً بل تتعداه إلى كونها التزاماً بجعل السلام واقعاً ملموساً للجميع. فهي تعبِّ عن “مجموعة من القيم والمواقف والتقاليدوأنماط السلوك وأساليب الحياة تستند إلى [...] احترام الحياة وإنهاء العنف [... و] التمسك بمبادئ الحرية والعدل والديمقراطية والتسامح والتضامنوالتعاون والتعددية والتنوع الثقافي والحوار والتفاهم على مستويات المجتمع كافة وفيما بين الأمم” (المادة 1 من إعلان وبرنامج العمل بشأن ثقافة السلام،اليونسكو، 1999 ). وتثابر اليونسكو على العمل لغرس ثقافة السلام مع مراعاة اعتبارات التنمية، بمضافرة القوى مع أصحاب المصلحة الملتزمين فيمجال التربية والعلوم والثقافة، والاتصال والإعلام. 
Mobile Learning as a Catalyst to Global Citizenship Education in China: Case Study by the UNESCO-Fazheng Project on Best Practices in Mobile Learning 발행 연도: 2019 저자: Yao Yu | Shutong Wang | Lucy Emerson Haagen 단체 저자: UNESCO The Beijing Royal School was one of the pioneer schools in China in incorporating mobile learning into pedagogical transformation. Its mobile learning programme started in 2010. Stemming from the school’s orientation towards global citizenship education, the Beijing Royal School recognizes mobile learning as both driver and enabler for supporting the development of students’ cognitive, socio-emotionaland behavioural dimensions, organized around knowledge acquisition, understanding and respect for difference and diversity, and responsible engagement with global issues. It takes advantage of a variety of mobile apps to support students’ multilingual education, and uses open educational resources (OER) to support multicultural education, taking advantage of the up-to-date worldwide data and information available on the web. It also engages with students from other countries in projects and courses that help the students to widen their understanding of diverse cultures and social contexts. Overall, this case study illustrates how to use mobile technologies to support the implementation of a well-defined and clearly structured educational vision by embedding the use of mobile technologies in students’ daily learning lives. 
Anytime, Anywhere Learning for Improved Education Results in Russia: Case Study by the UNESCO-Fazheng Project on Best Practices in Mobile Learning 발행 연도: 2019 저자: Alexander Uvarov | Julia Varlamova 단체 저자: UNESCO The Harmony School in Izhevsk is a regular municipal school located in one of the city districts of the capital city of the Udmurt Republic in Russia. Students come to Harmony school from different cultural and social environments, with various physical and mental abilities, and the school is eager to create the best conditions for learning and developing for each of them. In 2012, Harmony School took a part in the School of Digital Age project supported by the federal Skolkovo project and the Russian branch of Microsoft. The mobile technologies in the school are implemented as a tool for anytime and anywhere learning to differentiate and individualize learning to improve education results.According to the school vision, mobile learning technologies should provide all students and teachers anytime and anywhere access to a variety of teaching and learning materials and digital instruments and students who are unable to attend classes should be able to continue their systematic studies. The mobile learning model should enable every student to experience independent learning activities in the digital educational environment and improve their educational results with new methods and organizational forms of teaching and learning. To implement this vision, the new school-wide teaching and learning practices including online/blended learning, mobile learning in the classroom and outside-classroom learning have been developed and used actively. The new in-school teachers’ professional development model has become a crucially important element for the project’s success. 
Measuring Global Citizenship Education: A Collection of Practice and Tools 발행 연도: 2017 단체 저자: Center for Universal Education at Brookings | UNESCO | UN Global Education First Initiative - Youth Advocacy Group (YAG) The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world,1 while the Mahaupanishads of ancient India spoke of the world as one family.2 Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.This toolkit is intended to shed light on one aspect of operationalizing global citizenship education (GCED): how it can be measured. This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15–24).3 For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).This toolkit begins with a brief review of opinions on why GCED is important and the variety of definitions of GCED. We follow the report with a catalog of 50 profiles of assessment efforts, each describing practices and tools to measure GCED at the classroom, local, and national levels. Note that the survey does not represent an exhaustive list but may be regarded as a living document that will grow as the field of GCED itself grows around the world.Broadly speaking, the assessment efforts in this survey may be categorized across achieving three goals: (1) fostering the values/attitudes of being an agent of positive change; (2) building knowledge of where, why, and how to take action toward positive change; and (3) developing self-efficacy for taking effective actions toward positive change.Today, global challenges such as climate change, migration, and conflict will require people to do more than just think about solutions. They will require effective action, by both individuals and communities. Education for global citizenship is one means to help young people develop the knowledge, skills, behaviors, attitudes, and values to engage in effective individual and collective action at their local levels, with an eye toward a long-term, better future at the global level. We offer this toolkit to provide guidance for educators, policymakers, non-governmental organizations, civil society, and researchers, and to inform this conversation. 
Informe de seguimiento de la educación en el mundo 2020: Inclusión y educación: Todos y todas sin excepción 발행 연도: 2020 단체 저자: Global Education Monitoring Report Team | Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) En el Informe de Seguimiento de la Educación en el Mundo 2020 se examinan los mecanismos sociales, económicos y culturales que discriminan a niños, jóvenes y adultos desprotegidos, manteniéndolos excluidos de la educación o marginados dentro de ella. Estimulados por su compromiso de hacer realidad el derecho a la educación inclusiva, los países están ampliando su visión de la inclusión en la educación y otorgando a la diversidad un lugar central en sus sistemas. Sin embargo, la aplicación de leyes y políticas bienintencionadas suele flaquear. El informe, publicado a principios del decenio de acción que culmina en 2030 y en el contexto de la crisis de Covid-19 que ha exacerbado las desigualdades subyacentes, sostiene que la resistencia a atender las necesidades de todos los educandos es una verdadera amenaza para el logro de los objetivos mundiales de educación.En Inclusión y educación: todos y todas sin excepción se definen prácticas en materia de gobernanza y finanzas; planes de estudios, manuales escolares y evaluaciones; formación de los docentes; infraestructura escolar; y relaciones con los alumnos, los padres y las comunidades que pueden desbloquear el proceso hacia la inclusión. Se formulan recomendaciones de política para que la diversidad de los educandos sea una fuerza que se valora, una fuerza de cohesión social.Dos nuevos sitios web complementan la cuarta edición del Informe de Seguimiento de la Educación en el Mundo. Education Profiles (Perfiles educativos) describe la manera en que los países abordan la inclusión, y constituye un medio útil para el diálogo sobre políticas. Education Progress (El Progreso de la educación) brinda la oportunidad de interactuar con los datos y explorar una serie de indicadores del ODS 4. 
Welcome to the Anthropocene! (The UNESCO Courier no. 2, April-June 2018) 발행 연도: 2018 단체 저자: UNESCO In the Ideas section of this issue, three internationally celebrated academics consider the notion of diversity – Mireille Delmas-Marty, a member of the Institut de France; Souleymane Bachir Diagne, Senegalese philosopher; and Abdourahman Waberi, novelist and diarist from Djibouti. With these articles, the Courier marks the celebrations of the World Day for Cultural Diversity for Dialogue and Development (21 May) and the International Day for Biological Diversity (22 May).Our Guest for this issue is Bibi Russell, a fashion designer from Bangladesh. A former top model in London, she quit the catwalk to devote herself to using fashion for development. She is currently working in India, helping young women, some of whom were trafficked as children, to find their bearings and start a new life.To mark UNESCO’s Africa Week in May, we focus on youth in the West and the South of the continent, in our Current Affairs section. After visiting Athens, World Book Capital 2018, we travel to Canada’s Northwest territories, on the other side of the world, to discover the people of Great Bear Lake, in the Tsá Tué biosphere reserve – established and looked after by the indigenous community that lives there.Finally, Zoom invites us to follow an ordinary day in the life of Qello, a 13-year old girl in Ethiopia, hour by hour.The UNESCO Courier celebrates its 70th birthday in 2018. Each issue this year will feature an article that looks back at this extraordinary adventure. In this issue, Roberto Markarian, Rector of the University of the Republic, Uruguay, recounts the story of the role the Courier has played in his life. Bienvenue dans l'Anthropocène! (Le Courrier de l'UNESCO no. 2; Avril-Juin 2018) 발행 연도: 2018 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Selon les uns, l’Anthropocène n’est qu’un autre nom pour l’époque que nous appelons Holocène, les humains ayant commencé à exercer une pression sur l’environnement depuis 10 000ans, c’est-à-dire depuis leur sédentarisation et l’invention de l’agriculture. Selon d’autres, l’Anthropocène commencerait autour de 1800, avec la révolution industrielle. D’autres encore voient l’Anthropocène éclore dupremier champignon atomique de 1945. Malgré ces divergences, très rares sont ceux qui ne reconnaissent pas qu’au cours du dernier demi-siècle l’état de la planète s’est dégradé plus rapidement et plus dramatiquement que jamais : amasgigantesques de plastique sur les plages et dans les mers, développement sans précédent de nouveaux matériaux qui couvrent la surface terrestre et ne se recyclent que très peu, sols gorgés d’engrais, augmentation du taux d’acidité des mers, tauxde pollution sans précédent, érosion des forêts tropicales, dérèglement desécosystèmes, extinction massive des espèces et diminution drastique de la biodiversité, réchauffement climatique...À qui la faute ? Auxhumains – répond lamajorité des scientifiques. Reste à savoir si nous devrions tous porter la même charge deresponsabilité. Certains blâmant avant tout le système capitaliste né en Occident, parlent de Capitalocène ou d’Occidentalocène. Courons-nous à la catastrophe? Des voix s’élèvent pour prophétiser la fin du monde! Des notions comme Chtulhucène ou Thanatocène sont avancées pour signifier que le monstre rôde, quela mort nous guette... Des experts, bien plus modérés, n’en sont pas moins inquiets face à l’indécision des décideurs. «Tout se passe comme si l’humanité, léthargique, attendait la fin du film et le moment où les héros viendront tout arranger et où nous serons tous heureux pour toujours», lira-t-on dans ces pages.Le débat fait rage, les solutions tardent à venir. Le Courrier fait le point. 
The Power of Sport Values 발행 연도: 2016 단체 저자: UNESCO In the contexts of malnutrition, conflict, inactivity and unemployment, sport can act as springboard for social transformation, as a gateway to rounded development and as a facilitator for inclusive and responsible citizenship. Not only is sport a bridge between individuals and nations, it can also be an active tool for overcoming stereotypes, rising above exclusion and fostering citizenship. The Power of Sport Values is a collection of the best 15 entries of UNESCO’s photo contest on the power of sport values, selected from over 300 photos submitted by photographers from 76 countries all around the world. Be it in South Sudan, Kazakhstan, Mexico, Bangladesh or Cuba, sport provides joy, fosters inclusion and strengthens social mobilization. 
UNESCO 2017: Annual Report 2017 발행 연도: 2018 단체 저자: UNESCO This Annual Report takes stock of these actions and many others, undertaken during the mandate of the former Director-General, Irina Bokova, to whom I wish to pay tribute. The Report also reflects the professionalism and expertise of the Organization’s staff working across the world, and translating the 2030 Agenda for Sustainable Development’s Goals into action. The Report features UNESCO’s commitment to provide a world of justice, peace and sustainable development.Guided by the ideals of peace and progress, UNESCO represents a powerful force for transformation in the face of today’s challenges. It is also well-placed to share our wide-ranging experience and formulate the innovative ideas that the world currently needs, bearing in mind specific conditions on the ground and the need to respect local history and culture. Rapport UNESCO 2017 발행 연도: 2018 단체 저자: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce rapport annuel dresse le bilan de ces actions et de nombreuses autres, engagées par la précédente Directrice générale, Irina Bokova, à qui je souhaite rendre hommage. Il reflète également le professionnalisme et l’expertise du personnel de l’UNESCO dans le monde entier, traduisant en actions les objectifs du Programme de développement durable à l’horizon 2030. Il met en mots et en images leur engagement pour construire un monde de justice, de développement durable et de paix.Guidée par les idéaux de paix et de progrès, l’UNESCO représente une puissante force de transformation face aux défis du monde contemporain. Elle est aussi le lieu par excellence pour partager la pluralité des expériences et faire naître les idées novatrices dont le monde a besoin – en tenant compte des spécificités du terrain, dans le respect des histoires et des cultures particulières.