Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 1,898
2019 : Année internationale des langues autochtones Год публикации: 2019 Организация-автор: UNESCO À une époque où la tension ne cesse de croître, où les droits de l'homme, la liberté d'expression, la paix et l'avenir de la planète semblent plus que jamais remis en question, le pouvoir de transformation véhiculé par l'éducation revêt une importance cruciale.Avec la désignation de 2019 comme Année internationale des langues autochtones(IYIL2019), lancée officiellement à l’UNESCO le 28 janvier, la communauté internationale réaffirme sa volonté de soutenir les peuples autochtones dans leurs efforts de préserver leurs savoirs et de jouir de leurs droits.Depuis l’adoption de la Déclaration sur les droits des peuples autochtones, par l’Assemblée générale des Nations Unies, le 13 septembre 2007, des avancées considérables ont été faites dans ce sens. Il n’en reste pas moins que les peuples autochtones ont encore un long chemin à parcourir avant de sortir de la marginalisation et de surmonter les nombreux obstacles auxquels ils doivent faire face. Un tiers des personnes qui vivent dans l’extrême pauvreté à travers le monde appartiennent à des communautés autochtones, de même que dans un bon nombre de pays, les législations en faveur des peuples autochtones demeurent incompatibles avec d’autres lois qui traitent notamment de l’agriculture, de la terre, de la conservation et des industries forestières ou minières, selon Victoria Tauli-Corpuz, Rapporteuse spéciale des Nations Unies sur les droits des peuples autochtones. Le dossier Grand angle de ce numéro du Courrier leur est consacré. Il emprunte son titre au proverbe chinois : « Quand tu bois de l’eau, pense à la source », pour rappeler que les savoirs autochtones, source de tous les savoirs, méritent une place prééminente dans la modernité. Il s’associe également à la célébration de la Journée internationale de la langue maternelle, le 21 février. 
What Makes a Quality Curriculum?: In-Progress Reflection No.2 on Current and Critical Issues in Curriculum and Learning Год публикации: 2016 Автор: Philip Stabback Организация-автор: UNESCO International Bureau of Education (IBE) Sustainable Development Goal Four has to do with education in the post-2015 development agenda. It aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.Given the essential role of curriculum in enabling quality learning and in articulating and supporting education that is relevant to holistic development, our purpose in this paper is to identify what makes a quality curriculum, so as to support curricular innovation in UNESCO Member States to the end of the realization of Sustainable Development Goal Four.In this we are assuming that curriculum, given its essential role in the provision of quality learning for all children and young people, and in articulating and supporting education that is relevant to holistic development, is critical in the realization of SDG 4. It is the curriculum that determines to a large extent whether education is inclusive, thus playing a significant role in ensuring that provision is equitable. It is the curriculum that provides the structure for the provision of quality learning, especially where teachers might be under-qualified and inexperienced, their classrooms under-resourced, and their students lacking the prior frameworks within which to situate their learning. And it is the curriculum that articulates both the competencies necessary for lifelong learning and the competencies needed for holistic development.We thus argue that curriculum lies at the crossroads of these four key aspects of SDG 4: that education should be (1) inclusive and equitable, (2) characterized by quality learning, (3) promoting lifelong learning, and (4) relevant to holistic development. Curriculum, in other words, provides the bridge between education and development – and it is the competencies associated with lifelong learning and aligned with development needs, in the broadest, holistic sense of the term, that span that bridge. 
How Does Education About the Holocaust Advance Global Citizenship Education? Год публикации: 2018 Автор: E. Doyle Stevick Организация-автор: UNESCO Can education about past genocides shape our understanding of how violence occur in today’s world? Can it foster a sense of belonging to a common humanity and empower young people to become active citizens who work globally for peace and human rights? How does learning about such crimes, which profoundly affect the core dignity of human beings, support the objectives of Global Citizenship Education (GCED), a priority of the 2030 Education Agenda?This paper, commissioned by UNESCO, offers an overview of empirical research on teaching and learning about the Holocaust and how such education may impact leaners’ cognitive, socio-emotional and behavioural skills and competencies. It provides insights for educators on how effective lessons about the Holocaust can meet some of the key expected outcomes of Global Citizenship Education (GCED), such as critical thinking skills, attitudes of empathy and solidarity, and motivation to take action to prevent human rights abuses. 
PREVENT: creating “radicals” to strengthen anti-Muslim narratives Год публикации: 2015 Автор: Asim Qureshi Организация-автор: Critical Studies on Terrorism The use of de-radicalization narratives in schools, universities and hospitals has led to the criminalization of large sections of the various Muslim communities in the UK. Based on different experiences we hope to present a view of how an aggressive anti-Muslim narrative that is based on assumptions subverts the political expression/identity of individuals by turning them into potential threats. By understanding the everyday interactions with PREVENT, a picture can be formed of the way that a false presentation of narratives can lead to a person becoming an “extremist” or “terrorist”, while the truth may lie in a completely alternative place. PREVENT: creating “radicals” to strengthen anti-Muslim narratives Год публикации: 2015 Автор: Asim Qureshi Организация-автор: Critical Studies on Terrorism L'utilisation des récits de déradicalisation dans les écoles, les universités et les hôpitaux a conduit à la criminalisation d’une fraction importante des différentes communautés musulmanes au Royaume-Uni. En se basant sur des expériences différentes, nous espérons montrer comment un récit agressif antimusulman qui se fonde sur des hypothèses bouleverse les opinions /l’identité des individus et les transforment en des menaces potentielles. Chercher à comprendre comment se font les interactions quotidiennes avec PREVENT permet de saisir comment une présentation erronée des récits de vie peut conduire à présenter une personne comme un « extrémiste » ou un « terroriste », alors que la réalité est tout à fait différente. 
Global Citizenship Education: A Guide for Policymakers Год публикации: 2017 Автор: Swee-Hin Toh | Gary Shaw | Danilo Padilla Организация-автор: APCEIU In order to assist UNESCO Member States to integrate and strengthen Global Citizenship Education (GCED) in national education policies, strategies and plans to achieve SDG Target 4.7 effectively, the Asia-Pacific Centre of Education for International Understanding (APCEIU) has developed and published Global Citizenship Education: A Guide for Policymakers (hereafter referred to as the Guide).The Guide is mainly divided into two parts. Part 1 provides an overview of GCED, including the following three sections: the background to GCED; the rationale for GCED; and the concept of GCED. In Part 2, various selection strategies which allow each country to incorporate GCED into its current education system aligned with its own priorities and context, were divided and suggested into five major policy areas as follow: policy review and development; curriculum review and development; capacity building; knowledge creation; sharing and dissemination; and monitoring and assessment.The Guide was first published in English and Korean and additional translations will be available in the future in other languages, including French and Arabic to provide access to more readers worldwide. We hope that the Guide will provide an opportunity for policymakers and practitioners to share their experiences and insights. 세계시민교육 정책 개발을 위한 가이드 Год публикации: 2017 Автор: Swee-Hin Toh | Gary Shaw | Danilo Padilla Организация-автор: APCEIU 유네스코 아시아태평양 국제이해교육원은 유네스코 회원국이 국가 교육정책에 세계시민교육을 반영하고 이를 통해 지속가능발전목표 4.7을 효과적으로 달성하는 것을 돕기 위해 『세계시민교육 정책 개발을 위한 가이드(Global Citizenship Education: A Guide for Policymakers)』를 개발ㆍ출간하였다.본 가이드는 크게 두 부분으로 나뉜다. 첫 번째 장에서는 세계시민교육의 배경과 논리, 그리고 개념을 차례로 살펴봄으로써 세계시민교육을 개괄하고자 하였다. 그리고 두 번째 장에서는 각국이 자신의 우선적 목표와 맥락에 맞게 세계시민교육을 현행 교육 시스템에 반영할 수 있도록 하는 다양한 선별적 전략들을 정책 검토ㆍ개발, 교육과정 검토ㆍ개발, 역량 강화, 지식의 창출ㆍ공유ㆍ확산, 모니터링 및 평가 등의 5가지 주요 정책 영역으로 나누어 제시하고자 하였다.본 가이드는 영어와 한국어로 우선 출간되었으며, 향후 전 세계의 더 많은 독자들에게 접근성을 제공하기 위하여 프랑스어와 아랍어를 포함한 다른 언어로도 추가 번역될 예정이다. 모쪼록 본 가이드가 정책입안자들과 실천가들에게 서로의 경험과 통찰을 나누는 계기를 제공할 수 있기를 바란다. 
Report of the Sub-Saharan Africa Regional GCED Network Meeting: Perspectives, Strategies and Actions for GCED Год публикации: 2017 Автор: Gertie Steukers | Carolyn Medel-Añonuevo | Abdoul Wahab Coulibaly Организация-автор: UNESCO Harare | APCEIU An increasingly globalized world has raised questions about what constitutes meaningful citizenship as well as about its global dimensions. Global Citizenship Education (GCED) aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world.Education is the most important tool for equipping young people, our future generation of leaders, with the knowledge, skills and attitudes to tackle prejudice and hostility, and to build more peaceful, tolerant and equitable societies. While there are different understandings and manifestations of GCED in different countries, GCED in its various forms is fast becoming an important and necessary component of education systems in sub-Saharan Africa and across the world.The commitment of actors around the world to promoting GCED has contributed highly to the development of GCED, including raising awareness and catalysing action. Furthermore, this has led to the incorporation of GCED in the Sustainable Development Goals (SDGs) through Target 4.7, which captures the clear call for an education that addresses the needs of the twenty-first century, empowering learners to act towards a more peaceful, just, inclusive and sustainable world.GCED reflects the aim of education to go beyond just access and ‘ensure inclusive and equitable quality education and promote lifelong opportunities for all’ in the next fifteen years.UNESCO Regional Office for Southern Africa (ROSA) and the Asia-Pacific Centre of Education for International Understanding (APCEIU) invited partners across Africa for the 2017 Sub-Saharan Africa GCED Regional Network Meeting on 6–7 April 2017 in Johannesburg. The meeting was designed to jumpstart the formation of the Africa Regional GCED Network, map different GCED programmes in the region, and explore areas of possible collaboration in light of solidifying regional action on GCED. 
Schools and war: urgent agendas for comparative and international education Год публикации: 2005 Автор: Lynn Davies Организация-автор: Taylor & Francis This paper looks first at the contributions that education makes to conflict, through the reproduction of inequality and exclusion, through perpetuation of ethnic or religious divisions, through its acceptance of dominant aggressive masculinities, through selection, competition and fear, and through distorted curricular emphases on narrow cognitive areas of learning. However, the paper also outlines some ‘possibilities for hope’, such as resilient schools, the impact of peace education initiatives and the rise of global citizenship education. Schools and war: urgent agendas for comparative and international education Год публикации: 2005 Автор: Lynn Davies Организация-автор: Taylor & Francis Cet article examine en premier lieu les contributions de l'éducation aux conflits, à travers la reproduction de l'inégalité et de l’exclusion, la perpétuation des divisions ethniques ou religieuses, l’acceptation de la dominance de l’agressivité masculine ; à travers la sélection, la compétition et la peur, et à travers une déformation des programmes scolaires mettant l’accent sur des zones cognitives étroites de l'apprentissage. Toutefois, le document décrit également quelques « notes positives », telles que les écoles de la résilience, l'impact des initiatives de l'éducation à la paix et l’importance croissante donnée à l'éducation à la citoyenneté mondiale.