Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 908
Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit; Country Case-Australia Год публикации: 2025 Автор: Rachel Parker | Karena Menzie-Ballantyne Организация-автор: APCEIU APCEIU published Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit, which shares key findings from the research conducted in Australia and the Republic of Korea. The two reports, based on case studies from two countries, build upon the three-phase Asia-Pacific GCED Monitoring Project (2022–2024) jointly undertaken by ACER and APCEIU to strengthen monitoring and evaluation of GCED and support progress toward SDG 4.7 across the region. The three phases of the initiative identified enabling conditions for GCED, validated the regional GCED Monitoring Framework, and developed the ACER-APCEIU GCED Monitoring Toolkit. The reports for each phase can be found here: Phase I, Phase II, and Phase III.The reports move the project forward by examining how the Toolkit can be practically applied in real educational settings. The study aimed to examine how the Toolkit could be used to support collaboration among key education stakeholders—teachers, school leaders, and education supervisors—in 1) goal setting, 2) planning, 3) implementing, and 4) reflecting on GCED practices. Through this process, the research sought to understand how the Toolkit could help strengthen the connection between policy commitments and everyday educational practice, supporting teachers, school leaders, and system leaders to embed GCED more systematically and sustainably within their existing framework. Both studies conducted in Australia and the Republic of Korea have been guided by the following research questions: How does the GCED Monitoring Toolkit support key stakeholder groups to collaboratively embed GCED in policy and practice? a. What aspects of the Toolkit enable or challenge stakeholders to achieve their GCED goals and objectives? b. How do key stakeholders perceive its usefulness?Are there any aspects of the Toolkit that stakeholders would change to improve its usefulness in supporting the implementation and contextualisation of GCED in policy and practice?The reports demonstrate how a GCED Monitoring Toolkit can be translated into actionable processes within real educational settings. It offers valuable insights for policymakers, school leaders, teachers, and researchers aiming to monitor and strengthen GCED implementation and systematically embed GCED within their educational ecosystems. 
Supporting Quality Journalism Through Media and Information Literacy Год публикации: 2020 Автор: Martina Chapman | Markus Oermann Организация-автор: Council of Europe This report provides the findings of a study on Media and Information Literacy (MIL) that was conducted in support of the work of the Committee of experts on quality journalism in the digital age (MSI-JOQ), as well as a series of recommendations from the authors of the study to be considered by member states and other stakeholders.The purpose of this study is to provide context and evidence to MSI-JOQ, member states and all other relevant stakeholders on media literacy activities in Europe supporting quality journalism. 
C'est quoi une information? Год публикации: 2015 Автор: Olivier Marquézi | Mathieu Decarli Организация-автор: Radio France | Réseau Canopé | France Télévisions | La Generale de Production Un film d’animation qui aborde des questions telles que « Qu’est-ce qu’un média », « Qu’est-ce qu’une information », « Qu’est-ce qu’une source ?... ». Autant de sujets pour amener les élèves à une pratique raisonnée autour des écrans, de l’information, du métier de journaliste. 
UNESCO-SADC: Cooperation 2019 Год публикации: 2020 Организация-автор: UNESCO Harare UNESCO and SADC have a long standing history that culminated in the signing of a Memorandum of Understanding (MOU) in 1996. In 2017, UNESCO and SADC developed a Joint Programme of Action (JPA) which identifies concrete area of cooperation. These include education; technical and vocational education and training (TVET); youth; HIV and health education; science, technology and innovation (STI); water security, renewable energy and disaster risk management; culture; communication and information (including media for SDGs); and data for development.The purpose of this magazine is to highlight UNESCO’ work to improve education quality in the southern Africa region in partnership with SADC. 
Let's Prepare: A Plan For Media Education Год публикации: 2020 Организация-автор: KAVI National Audiovisual Institute (Finland) This guide helps you to prepare a media education plan. The plan and its preparation can be made in many different ways and in different scope. The themes and questions of the guide help to take into account the different aspect of media education work. You can choose the relevant questions based on your own perspective. This guide is based on the workshop conducted in the Finnish Media Education Forum 2020. 
Rethinking Pedagogy: Exploring the Potential Of Digital Technology In Achieving Quality Education Год публикации: 2019 Автор: Lorena Alemán de la Garza | Alessandra Anichini | Péter Antal | Aurélie Beaune | Éric Bruillard | Diane Burke | Pedro Henrique Cacique Braga | Ruma Chakravarti | Sriya Chakravarti | Deng Chen | Lidiya Chikalova | Helen Crompton | Ilana De Almeida Souza Concilio | William Cope | Lorenz Denks | Matthew Farber | Giovanni Fonseca | Pintér Gergely | Marcela Georgina Gómez Zermeño | Russell Hazard | Laura Hosman | Mary Kalantzis | Kojanitz László | Xavier Levoin | Kristen Linzy | Arnab Mandal | Yoko Mochizuki | Ariam Mogos | Tünde-Lengyel Molnár | Matthew Montebello | Sadaqat Mulla | Sandra Gudiño Paredes | Christelle Pauty-Combemore | Boyka Parfitt | Réka Racsko | Irais Monserrat Santillán Rosas | Khitam Shraim | Jisoo Song | Avgoustos Tsinakos Организация-автор: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) With the exponential growth of digitally mediated communication, digital media and gaming, the landscape of what we understand as learning environments is changing significantly. Today the use of digital technology in education is attracting considerable public and policy attention as
well as private investment. With a rise in discourses both heralding and cautioning against the use of digital technology in education, there is a need to pool the expertise and experience on the use of technology in education from around the world to advance public debate and evidence-informed policymaking. Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in education as a new dimension in achieving SDG 4 — inclusive and equitable quality education and lifelong learning opportunities for all. By so doing, it also attempts to contribute to a rethink of teaching and learning in the face of enormous opportunities and challenges brought about by digital technology in the times of change and turmoil. 
Vocational Education First: State of the Education Report for India 2020; Technical and Vocational Education Training (TVET) Год публикации: 2020 Автор: Leena Chandran Wadia | Neela Dabir Организация-автор: UNESCO New Delhi This report aims to capture the intense activity of the vocational education and training sector and highlights achievements and promising practices in India. The report makes important recommendations for reforms and for the use of TVET to empower youth to adapt to the post-COVID world. 
Social Contract Pedagogy: A Dialogical and Deliberative Model for Global Citizenship Education (Background paper for the Futures of Education initiative) Год публикации: 2020 Автор: Richard Desjardins | Carlos Alberto Torres | Susan Wiksten Организация-автор: UNESCO We propose that together Social Contract Pedagogy (SCP) and Global Citizenship Education (GCE) offer a comprehensive vision including key principles and core elements that are important for rethinking education and shaping the future of the world. We introduce the novel concept of Social Contract Pedagogy (SCP) as a means to adapt the social contract in liberal democracies which has been (conceptually) located at the level of the state, to the level of the classroom and other pedagogically relevant contexts. A key feature of this pedagogy is the negotiation of values and norms in ways that maintain cohesion and inclusion and avoids too much power in the hands of sectarian extremes (of any kind) which tend to impose their views on others, oppress and exclude. This includes using fake news, denying scientific debates and/or any extremely politicized interpretations of evidence and facts to obfuscate or deny consequences of individual and group choices and behavior, but also ‘othering’ of any kind whether from the political right or the political left. In our view, this is an essential premise for the education of democratic citizens. Citizenship education of this kind is seen as essential for the survival and growth of liberal democracies in the future. 
Internationalization of Tertiary Education in the Middle East and North Africa Год публикации: 2020 Автор: Giulia Marchesini | Lise Barbotte | Paul Cahu | Aurelia Hoffmann | Holly Johnstone | Mirna Mehrez | Marco Pasqualini | Francisco Marmolejo Организация-автор: World Bank This report draws on available data to respond to both a real need for regional analysis and a direct demand from stakeholders, including tertiary education institutions in MENA. Encouraging internationalization to be mainstreamed throughout MENA is the objective that this report seeks to achieve by way of stimulating regional policy dialogue on the subject. The report presents some global trends in internationalization and details its main benefits, before providing an overview of the current status of internationalization in the MENA region, including an in-depth analysis of student mobility. In its reflections on the way forward for the region, the report situates its recommendations in the context of COVID-19, within which, despite serious challenges due to a lack of attractiveness of the region, MENA may find a key opportunity. It suggests that adapting to the “new normal” through the deeper implementation of internationalization “at home” – a dimension that does not require physical mobility and, being implemented within domestic environments, has a much wider reach – may help enable the region to make strides towards catching up on the internationalization agenda. Internationalisation de l’enseignement supérieur dans la région Moyen-Orient Afrique du Nord Год публикации: 2020 Автор: Giulia Marchesini | Lise Barbotte | Paul Cahu | Aurelia Hoffmann | Holly Johnstone | Mirna Mehrez | Marco Pasqualini | Francisco Marmolejo Организация-автор: World Bank Ce rapport s'appuie sur les données disponibles pour répondre à la fois à un réel besoin d'analyse régionale et à une demande directe des parties prenantes, y compris des établissements d'enseignement supérieur de la région MENA. Encourager le développement de l’internationalisation à travers la région MENA est l'objectif que ce rapport cherche à atteindre, en stimulant un dialogue régional sur les politiques publiques autour de ce sujet. Le rapport présente quelques tendances mondiales de l'internationalisation et détaille ses principaux avantages, avant de donner un aperçu de l'état actuel de l'internationalisation dans la région MENA, y compris une analyse approfondie de la mobilité étudiante. Parmi les recommandations proposées pour le développement de l’internationalisation, le contexte de la COVID-19 est vu, pour la région MENA, comme une fenêtre d’opportunité pour pallier au manque d'attractivité de la région dans ce domaine. Mettre l’accent sur l'internationalisation « à domicile » - une dimension qui ne nécessite pas de mobilité physique et qui se développe dans le cadre domestique, et a donc une portée plus large - pour s’adapter à la « nouvelle normalité » peut aider la région à rattraper son retard sur le plan de l’internationalisation.