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استراتيجية الأمم المتحدة وخطة عملها بشأن خطاب الكراهية 발행 연도: 2019 단체 저자: United Nations (UN) استجابة للاتجاهات المثيرة للقلق المتمثلة في تصاعد خطاب الكراهية حول العالم، أطلق الأمين العام للأمم المتحدة أنطونيو غوتيريش استراتيجية وخطة عمل الأمم المتحدة بشأن خطاب الكراهية في 18 حزيران/يونيو 2019.تسعى هذه الاستراتيجية إلى تعزيز استجابة الأمم المتحدة للظاهرة العالمية لخطاب الكراهية، وهي نتيجة للتعاون الوثيق بين 16 كيانًا في إطار فريق الأمم المتحدة العامل المعني بخطاب الكراهية وينسقها المستشار الخاص للأمم المتحدة المعني بمنع الإبادة الجماعية.تلتزم الاستراتيجية التزامًا راسخًا بتكثيف العمل المنسق للتصدي لخطاب الكراهية، على المستويين العالمي والوطني. 联合国关于仇恨言论的战略和行动计划 발행 연도: 2019 단체 저자: United Nations (UN) 为应对世界各地仇恨言论上升的惊人趋势，秘书长安东尼奥·古特雷斯于2019年6月18日发布了《联合国关于仇恨言论的战略和行动计划》。该战略旨在帮助联合国加强应对全球仇恨言论现象，是联合国仇恨言论工作组下的16个实体密切协作的成果，由联合国防止灭绝种族罪行特别顾问协调。该战略坚定地承诺在全球和国家层面加强协调行动，以应对仇恨言论。 
Curriculum globALE: Рамка компетенций преподавателей для взрослых 발행 연도: 2021 단체 저자: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | UNESCO Institute for Lifelong Learning (UIL) В этой публикации представлена Curriculum globALE, базовая система компетенций для подготовки педагогов для взрослых во всем мире. Предлагая модульную структуру, основанную на компетенциях, и междисциплинарный подход, Curriculum globALE уникален своей целью сделать обучение и образование взрослых (ALE) профессиональным в международном масштабе с помощью компетенций, которые помогают преподавателям для взрослых работать в любой образовательной среде, поле или форма. Он стремится обеспечить, чтобы знания, компетенции, навыки и отношение педагогов соответствовали профессиональному стандарту. Curriculum globALE подходит для различных контекстов, а его характер и структура позволяют включать его в различные национальные системы образования. Учебный план globALE направлен на: повышать профессионализацию ООВ путем предоставления общей справочной системы для программ обучения взрослых и предлагаемого стандарта компетенций для преподавателей для взрослых оказывать поддержку провайдерам ООВ в разработке и реализации программ «обучения инструкторов» способствовать обмену знаниями и взаимопониманию между педагогами для взрослых во всем мире. 
Teachers’ Toolkit: UNESCO Schools Network in Canada 발행 연도: 2020 단체 저자: Canadian Commission for UNESCO This toolkit draws on a variety of resources to give educators a range of activities and best practices for students of all ages. Students will learn about human rights and global citizenship, sustainable development, climate action and reconciliation with Indigenous peoples. 
Global Citizenship Education in ASPnet Schools: An Ethical Framework for Action 발행 연도: 2018 저자: Lynette Shultz | Maren Elfert 단체 저자: Canadian Commission for UNESCO This report proposes global citizenship not so much as a curriculum subject or a pedagogical approach, but as an ethical position, a worldview that emphasizes human rights and earth rights, the interconnectedness of all human beings with each other, the animals and the planet, and an awareness of our global responsibilities in the face of the key challenges that we are facing today on our planet.This document is structured into three sections: It starts by introducing the UNESCO Associated Schools Network and the UNESCO perspective on global citizenship. In the second section, it shows the framework to implement GCED in schools, which will serve as the foundation for a whole school approach to the integration of a GCED perspective in curricula, lesson plans and broader school and community activities. It also gives some selected resources and examples in section three. 
Inclusive Lifelong Learning in Cities: Policies and Practices for Vulnerable Groups 발행 연도: 2021 단체 저자: UNESCO Institute for Lifelong Learning (UIL) This publication features chapters on learning cities’ endeavours to promote inclusive lifelong learning for vulnerable groups. It is based on research papers prepared for the fourth International Conference on Learning Cities, which took place in 2019 in Medellín, Colombia, under the theme ‘Inclusion – A principle for lifelong learning and sustainable cities’ and hence marks a transition between the learning city conferences of 2019 and 2021. 
Lifelong Learning Opportunities for All: Medium-Term Strategy 2022–2029 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) The 2021 Futures of Education report calls for a new social contract for education, with recognition of an extended right to education throughout life. It represents an important restatement of the principles of UNESCO, and particularly its historic focus on our shared humanity, the universal right to education and its rich potential in addressing social, economic and political challenges. The need for a formal recognition of a universal entitlement to lifelong learning was also highlighted in the United Nations Secretary General’s Common Agenda report (also published in 2021) and is increasingly an avowed priority of the global development agenda for education, labour, human rights and sustainability. It is in this context that the UNESCO Institute for Lifelong Learning (UIL) advances its strategy for the next eight years. With this new Medium-Term Strategy (MTS), UIL aims to strike a balance between priorities rooted in the challenges faced by the global community and this new and emerging thinking about – and interest in – lifelong learning. The world must embrace lifelong learning if we are to build fairer societies and a sustainable world. 
How Can a Lifelong Learning Perspective Enhance the Relevance and Impact of the 1974 Recommendation?: Thematic Paper 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) Lifelong learning is rooted in the integration of learning with participation in society. It includes learning activities for people of all ages, in all life-wide contexts and spaces (family, school, community, workplace and more), and through a variety of modalities (formal, non-formal and informal).The purpose of this background paper is to propose ways in which the significance of lifelong learning can be reflected in the revision of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. It does this by recalling previous international contributions to the promotion of lifelong learning, including the landmark publications Learning to Be: The World of Education Today and Tomorrow (Faure et al., 1972) and Learning: The Treasure Within (Delors et al., 1996), which show the benefits of lifelong learning not only for employment but for the whole life of an individual and their participation in society. 
Leveraging Innovative Technology in Literacy and Education Programmes for Refugees, Migrants and Internally Displaced Persons 발행 연도: 2022 단체 저자: UNESCO Institute for Lifelong Learning (UIL) The publication Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons brings together a selection of 21 case studies showcasing how ICTs can be integrated both innovatively and effectively into literacy and education programmes for refugees, migrants and IDPs. The case studies in this compilation demonstrate the potential of technology to support learners’ acquisition of literacy skills through arts-based learning, integrated literacy programmes, entrepreneurship training or in combination with tertiary education opportunities. They highlight the multitude of stakeholders that have come together across sectors to shape innovative responses that can make a real difference to learners’ lives. At the same time, the compilation shows the various modalities through which technology can be harnessed to deliver effective literacy and educational opportunities in diverse and challenging environments while recognizing and remaining sensitive to the needs of learners, be they refugees, IDPs or migrants. 
Institutional practices of implementing lifelong learning in higher education: research report 발행 연도: 2023 단체 저자: UNESCO Institute for Lifelong Learning (UIL) | Shanghai Open University In many countries, higher education is gaining prominence as a means for the general population to engage in lifelong learning (LLL), whether for personal or professional development, or to participate in broader societal change. In some cases, national governments have introduced policies or funding instruments that create incentives for higher education institutions (HEIs) to align their offerings more closely with changing labour market demands and societal needs, and to expand access for groups previously underrepresented in higher education. Key trends in the higher education sector and the associated global socio-economic transformations were discussed in detail in the international survey report, which was published as part of the research project on the contribution of higher education institutions to LLL (UIL and SOU, 2023). This case study report moves from an international overview of the policies, structures and mechanisms that support LLL in higher education to the close study of institutional practices. It explores the interrelations between national policy environments and institutional strategies. It examines different approaches taken by universities to develop, implement and monitor LLL activities, and further provides practical examples of how universities engage with diverse groups of learners through their LLL mission. As such, this report’s value lies in offering both general insights into the implementation of LLL in HEIs, and case-specific descriptions and analyses of institutional policies and practices.