Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 1,462
Sustainable Foundations: A Guide for Teaching the Sustainable Development Goals Год публикации: 2018 Автор: Keana Rellinger | Grace Van Mil Организация-автор: Manitoba Council for International Cooperation (MCIC) This guide is designed for educators or anyone who would like to teach young people about the United Nations Sustainable Development Goals. The Sustainable Development Goals — also known as the SDGs or the Global Goals —cover a wide range of sustainability issues; highlighting local, national and international priority areas to end poverty and hunger, improve health and education, make cities more sustainable and combat climate change. This guide will provide you with clear information, educational resources and other supports to help you in your efforts to educate and engage young people so that they support the Sustainable Development Goals and are inspired to turn their support into action. This guide will also explore how you can incorporate the different topics covered by each goal into your lessons across multiple subjects. Fondations durables: Un Guide d’enseignement des objectifs de développement durable Год публикации: 2018 Автор: Keana Rellinger | Grace Van Mil Организация-автор: Manitoba Council for International Cooperation (MCIC) Ce guide est conçu pour les éducateurs ou toute personne qui aimerait enseigner aux jeunes les objectifs de développement durable des Nations Unies. Les objectifs de développement durable – également connus sous l’acronyme ODD ou les objectifs mondiaux – couvrent un large éventail de questions relatives à la durabilité, et mettent en lumière les zones de priorité internationale pour mettre fin à la pauvreté et à la faim, améliorer la santé et l’éducation, rendre les villes plus durables et combattre le changement climatique. Ce guide vous donne des informations claires, des ressources pédagogiques et d’autres soutiens pour appuyer vos efforts d’éducation et de motivation des jeunes pour qu’ils appuient les objectifs de développement durable et se sentent inspirés à transformer leur appui en action. Ce guide explore aussi comment vous pouvez incorporer à vos cours les divers sujets couverts par chaque objectif dans de multiples matières. 
Issue to Action: Modern Languages; Teaching Toolkit for a Fairer World Год публикации: 2020 Автор: Megan Clark | Irina Gancheva | Laura Morris | Peigi Morrison Организация-автор: Scotdec | European Union (EU) Global Citizenship Education is essential in enabling young people to access and participate in shaping modern society. All teachers and subjects have a role to play in educating young people to enable them to participate as fully as possible in building a fair and just world for all. A Global Citizenship approach to Modern Languages enable young people to gain insights into other ways of thinking and other views of the world. With a focus on diversity and equality, the many and varied Spanish and French speaking cultures in Africa and South America, can provide a rich learning context. The materials in this resource have been written by Modern Languages teachers and tested in Scottish classrooms. They provide an opportunity to learn common vocabulary in new contexts and consider global issues such as migration and gender equality from different perspectives. 
Education for Social Change: The Global Learning Programme in the North of Ireland (Policy and Practice: A Development Education Review; Vol. 23, Autumn) Год публикации: 2016 Автор: Stephen McCloskey Организация-автор: Centre for Global Education (CGE) The Global Learning Programme (GLP) is a four-year initiative funded by the UK government that aims ‘to support schools to teach about global poverty and international development, with a particular focus on upper primary and early secondary school’ (DfID, 2013). The overarching outcome for the project in Northern Ireland is ‘increased and improved delivery of development education in 50% of grant aided primary, secondary and special schools’. It seeks ‘to embed development education and global citizenship as regular practice across curriculum subjects and through whole school initiatives’. The GLP in the north of Ireland is managed by the Centre for Global Education and this article outlines the programme of support provided to schools including Continuing Professional Development (CPD), twilight training, senior leadership seminars and a designated website. The article will also describe the mixed methods approach used to evaluate the impact of the GLP on schools and, in particular, its effectiveness in implementing global learning in the classroom. The article will summarise research findings to date and what they reveal about how teachers have perceived the value of the support provided. The article will conclude by considering the positive impact of the GLP on the wider global education non-governmental sector in Northern Ireland. 
Opening Eyes and Minds: Inspiring, Educating and Engaging Third Level Students in Global Education (Policy and Practice: A Development Education Review; Vol. 19, Autumn) Год публикации: 2014 Автор: Joanne Malone | Gráinne Carley | Meliosa Bracken Организация-автор: Centre for Global Education (CGE) Suas has worked since its inception to engage Irish third level students in global citizenship education. This article focuses on the Suas Global Citizenship Programme, setting out the purpose and context of the programme, its innovative design and educational approach and its comprehensive monitoring and evaluation framework. The article presents an analysis of key findings from Suas’ evaluation process and a summary of our learning to date on the challenges of supporting third level students in reflecting, learning and acting on global justice issues. 
Sustainable Development in the European Union: Monitoring Report on Progress Towards the SDGs in an EU Context (2020) Год публикации: 2020 Организация-автор: European Union (EU) Sustainable development is firmly anchored in the European Treaties and has been at the heart of European policy for a long time. The 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), adopted by the UN General Assembly in September 2015, have given a new impetus to global efforts for achieving sustainable development. The EU is fully committed to playing an active role to maximise progress towards the Sustainable Development Goals. This publication is the fourth of Eurostat’s regular reports monitoring progress towards the SDGs in an EU context. The analysis in this publication builds on the EU SDG indicator set, developed in cooperation with a large number of stakeholders. The indicator set comprises around 100 indicators and is structured along the 17 SDGs. For each SDG, it focuses on aspects which are relevant from an EU perspective. The monitoring report provides a statistical presentation of trends relating to the SDGs in the EU over the past five years (‘short-term’) and, when sufficient data are available, over the past 15 years (‘long-term’). The indicator trends are described on the basis of a set of specific quantitative rules. 
Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities (Sustainability 2019; Vol. 11, No. 18) Год публикации: 2019 Автор: Sílvia Albareda-Tiana | Esther García-González | Rocío Jiménez-Fontana | Carmen Solís-Espallargas Организация-автор: Multidisciplinary Digital Publishing Institute (MDPI) Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability. 
التعددية الثقافية ومفهوم الهوية المتعددة الأبعاد Год публикации: 2009 Автор: Mohamed Ben Jemaa Организация-автор: King Saud University يمثل الاعتراف بأوجه التشابه والاختلاف الاجتماعيين حجر الزاوية في دراسة التفاعلات الاجتماعية. وتتأسس كثير من الدراسات على ضرورة تحديد ما إذا كانت (الذات) متشاة مع (الآخر) أو أا مختلفة مع (الآخر)، من خلال البحث عن جملة المعايير والعوامل التي تشكل هوية الأفراد، بغية معرفة متى يكون الأنا (أنا) وأنت (أنت)، ومتى يكوّن (أنا) مع (أنت) ما يمثل (نحن) في مقابل الآخرين (هم).وقد اهتمت الدراسات الاجتماعية منذ مدة طويلة بتحليل ظواهر (الوحدة الاجتماعية) و(التفرقة الاجتماعية) و(الهوية الجماعية)، من خلال دراسة تكوّن (الهوية) لدى الأفراد، وتراكم الانتماءات وتزاحمها لدى الأفراد، وعوامل الاجتماع والافتراق التي يعتمدها الأفراد لمشاركة الآخرين في تكوين الجماعات والانتماء إليها. كما سعت الدراسات إلى استكشاف عوامل رسم "حدود جماعات الانتماء" (كيف ترسم هذه الحدود؟ لماذا؟ متى؟ وأين؟)، ودراسة الشروط والظروف التي يمكن أن تتغير على أساسها هذه الحدود المرسومة.ويمثل وضع تصوّر لتقاطعات التنوع الثقافي والقواسم المشتركة بين أفراد اتمع أحد التحديات الأساسية التي تواجه الباحثين وواضعي السياسات العامة.تحتوي الورقة المقترحة على قسمين. وتعرض في القسم الأول تجارب ست دول في تطبيق سياسة (التعدد الثقافي)، هي: أستراليا، الهند، هولندا، سنغفورة، جنوب أفريقيا، وكندا. وتلقي الضوء بصفة خاصة على التجربة الكندية التي تعتمد نموذجين مختلفين في التعاطي مع (التعددية الثقافية) المميزة للمجتمع الكندي بسبب تركيبته التكوينية تاريخيا، والجامعة بين الهنود الحمر (أو الأمم الأولى) والفرنسيين والإنجليز، وبسبب الانفتاح الفريد على قبول المهاجرين. ويعرف النموذج الأول باسم وهو النموذج المعتمد من الحكومة الفيدرالية الكندية. ،(Multiculturalism) " "التعددية الثقافية .(Interculturalism) " أما الثاني فهو معتمد من قبل مقاطعة كيبك ويعرف باسم "التفاعل الثقافي ثم تعرض في القسم الثاني إطارا نظريا لمفهوم (الهوية متعددة الأبعاد)، يسعى لفهم أشكال التراكم والتزاحم بين الانتماءات، وتحديد عدد من العوامل المؤثرة فيها. كما تعرض أخطاء اعتماد الهوية ذات البعد الواحد في تصنيف الأفراد والجماعات، وعلاقة ذلك بالعنف، من خلال محاولة لتحديد معالم الهوية الإسلامية المختزلة التي يرسمها تنظيم القاعدة لنفسه في الصراع الذي يخوضه على المست وى الدولي. Multiculturalism and the Concept of Multi-Dimensional Identity Год публикации: 2009 Автор: Mohamed Ben Jemaa Организация-автор: King Saud University A conference paper discussing multiculturalism and contains two parts, where the first part discusses multiculturalism policies in 6 countries. While the second part shows the multi-dimensional identity. 
Global Citizenship Education: Critical and International Perspectives Год публикации: 2020 Автор: Abdeljalil Akkari | Kathrine Maleq Организация-автор: Springer Nature | Swiss National Science Foundation This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity.Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world.In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging.This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness.