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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
124 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Violence against Women and Girls and Resilience: Links, Impacts and Perspectives from the Chadian Context ๋ฐํ ์ฐ๋: 2017 ์ ์: Virginie Le Masson | Colette Benoudji | Sandra Sotelo Reyes | Giselle Bernard ๋จ์ฒด ์ ์: Building Resilience and Adaptation to Climate Extremes and Disasters (BRACED) This report explores the links between gender-based violence (GBV), and the resilience shown by survivors, their households and the wider community. The purpose of this study is to explore two main questions: 1. How does violence against women and girls (VAWG) impact the processes of social change required to build resilience? 2. How can resilience programmes address VAWG? Les violences contre les femmes et les filles et la rรฉsilience: Quels liens ? quels enjeux ? quels impacts ? perspectives du contexte tchadien ๋ฐํ ์ฐ๋: 2017 ์ ์: Virginie Le Masson | Colette Benoudji | Sandra Sotelo Reyes | Giselle Bernard ๋จ์ฒด ์ ์: Building Resilience and Adaptation to Climate Extremes and Disasters (BRACED) Ce rapport explore les liens entre les violences basรฉes sur le genre (VBG) qui affectent principalement les femmes et les filles, et la rรฉsilience des survivant(e) s, de leur foyer et de leur communautรฉ. Lโobjectif de cette รฉtude vise ร explorer deux questions principales : 1. Comment les violences contre les femmes et les filles impactent-t-elles les processus de changements sociaux nรฉcessaires au dรฉveloppement des capacitรฉs de rรฉsilience? 2. Comment les programmes de rรฉsilience peuvent-ils prendre en compte les violences perpรฉtrรฉes contre les femmes et les filles? 
ุฃูุฏุงู ุงูุชูู
ูุฉ ุงูู
ุณุชุฏุงู
ุฉ ูู ุงููุทู ุงูุนุฑุจู ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Alaraby TV ููุนุจ ุงูุชูููู
ุฏูุฑุง ุฃุณุงุณูุง ูู ุงูู
ุฑุงูุจุฉ ูุชุญููู ุฃูุฏุงู ุงูุชูู
ูุฉ ุงูู
ุณุชุฏุงู
ุฉ ุงูุชู ููุดุฏูุง ุงูุฏูู ุงูุนุฑุจูุฉุ ูู
ุงูู ูุฐู ุงูุฃูุฏุงูุ ูููู ูุฌุฑู ุชูููู
ูุงุ SDGs in the Arab States ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Alaraby TV Evaluation plays a fundamental role in monitoring and achieving the sustainable development goals that we seek in Arab countries, so what are these goals? How is it assessed? 
Global Education for Teachers: MOOC ๋ฐํ ์ฐ๋: 2020 ์ ์: Nicole Blum | Frances Hunt ๋จ์ฒด ์ ์: University College London (UCL) The Global Education for Teachers MOOC (Massive Online Open Course) is a three-week course for teachers (3 hours per week) around the world hosted by FutureLearn. The course has been designed specifically for teachers as an introduction to global education and related terms such as global learning / global citizenship education. It will engage teachers with key issues and debates in global education, support collaboration between teachers around the world and provide practical support on how to introduce global issues into teaching. It is intended to develop teachersโ confidence, knowledge and skills to include global education in teaching and in so doing, better prepare students to take on the global challenges they will face now and in the future. 
Shifting the Agenda on Education & Extremism ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: Think Global This research report aims to build an understanding of young peopleโs idea of diversity, identity and extremism as well as how schools and young people can be better supported to promote social cohesion and engage in active citizenship opportunities. 
The Emergence of Global Citizenship Education in Colombia: Lessons Learned From Existing Education Policy (Compare: A Journal of Comparative and International Education; Vol. 50, No. 6) ๋ฐํ ์ฐ๋: 2019 ์ ์: Jana De Poorter | Nicolรกs Aguilar-Forero ๋จ์ฒด ์ ์: Taylor & Francis Colombia has joined the international movement of countries which, under the impulse of the United Nations Educational, Scientific and Cultural Organization (UNESCO), are looking to integrate global citizenship education (GCED) into their educational system. However, being a recently emerging initiative, the characteristics and possible effects of GCED have not been discussed sufficiently in academia, nor among policy makers. This paper presents a critical discourse analysis of the most recent antecedents of GCED to be found in Colombian education policy. It thereby contributes to the national and international debate surrounding the integration of GCED in contexts that differ from those of Western and โdevelopedโ countries, which have been the main focus of GCED research and interventions to date. It is argued that, in the case of Colombia, educational initiatives that are based on critical approaches to GCED should be recuperated and strengthened, since these initiatives provide powerful clues for a truly transformative integration of GCED in the country. 
Global Citizenship Education Discourses in a Province in Northern Italy (International Journal of Development Education and Global Learning; Vol. 12, No. 1) ๋ฐํ ์ฐ๋: 2020 ์ ์: Sara Franch ๋จ์ฒด ์ ์: UCL Press While global citizenship education (GCE) is becoming increasingly popular, it is also a complex and ambiguous concept that assumes different meanings. This article explores the dominant discourses that construct GCE in terms of the qualification, socialization and subjectification functions of education. Based on a qualitative study that used constructivist and informed grounded theory, the article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy. The article shows elements of convergence and divergence between the perspectives of policymakers and teachers, and illustrates how in the discourses the three purposes of GCE โ qualification, socialization and subjectification โ are deeply intertwined and overlapping. 
Learning Must Go On: Recommendations for Keeping Children Safe and Learning, During and After the COVID-19 Crisis ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Save the Children | United Nations Children's Fund (UNICEF) | The Inter-Agency Network for Education in Emergencies (INEE) This brief highlights some of the potential impacts of school closures on children, with a focus on the most marginalised, including those already living in crisis and conflict contexts. It provides recommendations for governments and donors, together with partners, to ensure that safe, quality and inclusive learning reaches all children and that education systems are strengthened ready for the return to school.A comprehensive curation of free and accessible resources to support the response during the COVID-19 is available on INEEโs website. 
How Children Living in Poor Informal Settlements in the Greater Accra Region, Ghana, Perceive Global Citizenship (International Journal of Development Education and Global Learning; Vol. 12, No. 1) ๋ฐํ ์ฐ๋: 2020 ์ ์: Jane Leithead | Steve Humble ๋จ์ฒด ์ ์: UCL Press This investigation looks at the antecedents and outcomes of 141 children living in poor informal settlements in the Greater Accra Region of Ghana identifying with global citizenship. It finds that the model of global citizenship devised by Reysen and Katzarska-Miller (2013) is a moderately good fit for this group of children. Structural equation modelling demonstrates that antecedents of global awareness as well as friends and family supporting global citizenship (normative environment) predict the childโs self-identification as a global citizen. This in turn predicts six prosocial traits: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping and responsibility to act. The research suggests that there may be other elements to a global citizenship model that could be investigated in future research.