Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 3,376
Global Citizenship Education in Latin America and the Caribbean: Towards a World without Walls: Global Citizenship Education in the SDG 4 - E2030 Agenda Год публикации: 2018 Организация-автор: UNESCO Santiago The Latin America and the Caribbean Regional Network Meeting on Global Citizenship Education “Towards a World without Walls: Global Citizenship Education in SDG 4 – Agenda E2030”, was organized by the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC / UNESCO Santiago) and the Asia – Pacific Centre of Education for International Understanding (APCEIU), in collaboration with the Chilean Observatory of Educational Policies (OPECH) of the University of Chile. The event, held on October 23 and 24, 2017, in Santiago, Chile, brought together regional researchers, members of civil society organizations and activists, educational communities, social movements, government educational authorities and universities. The objective of the meeting was to promote dialogue on the concept of Global Citizenship Education (GCED), deepen the regional perspective on the topic and create a network that helps strengthen the implementation of GCED in the context of the Latin America and the Caribbean region. This document summarizes the main topics addressed and issues discussed at the meeting. Subsequently, the founding document of the Regional Global Citizenship Education Network for Latin America and the Caribbean, which was elaborated in light of the meeting’s discussions, is presented. Educación para la Ciudadanía Mundial en América Latina y el Caribe: Hacia un mundo sin muros: educación para la ciudadanía mundial en el ODS4 - Agenda E2030 Год публикации: 2018 Организация-автор: UNESCO Santiago La Reunión Regional para América Latina y el Caribe de la Red de Educación para la Ciudadanía Mundial “Hacia un mundo sin muros: educación para la ciudadanía mundial en el ODS 4 – Agenda E2030”, fue organizada por la Oficina Regional de Educación para América Latina y el Caribe (OREALC / UNESCO Santiago) y el Centro de Educación para la Comprensión Internacional de Asia-Pacífico (APCEIU), en colaboración con el Observatorio Chileno de Políticas Educativas de la Universidad de Chile (OPECH). La cita se desarrolló el 23 y 24 de octubre de 2017 en Santiago de Chile, y a ella fueron convocados pensadores y activistas de la región, provenientes de organizaciones de la sociedad civil, comunidades educativas, movimientos sociales, organismos gubernamentales y universidades. El objetivo de la reunión fue promover el diálogo sobre el concepto de Educación para la Ciudadanía Mundial (ECM) y profundizar en una mirada regional para propiciar la conformación de una red que permita fortalecer la implementación de la ECM, situada en el contexto de América Latina y el Caribe. Se presenta este documento como síntesis de las principales temáticas que fueron abordadas y discutidas en el encuentro. A continuación, se presenta el documento fundacional que establece la Red Regional de Educación para la Ciudadanía Mundial para América Latina y el Caribe, que fue elaborada a raíz de las discusiones. 
A Guide for Gender Equality in Teacher Education Policy and Practices Год публикации: 2015 Автор: María C. Arango Restrepo | Esther Corona-Vargas Организация-автор: UNESCO Transforming the culture of teacher education institutions and making them gender-sensitive entities is a daunting task. However, it is not an impossible task. Understanding gender and applying gender mainstreaming are critical foundations for fostering social cohesion that goes beyond teacher education institutions and the school. Teachers are increasingly expected to play crucial roles in preparing young people to face the future with confidence, purpose, responsibility and gender sensitivity. Teacher education institutions must be ready to provide the enabling environment and training and continuing education for the development of knowledge, values, skills and gender-responsive practices that the teachers need in the 21st century.This Guide, through its ten Modules, takes the reader through step by step on how gender can be mainstreamed in all areas of teacher education and training: from policy and planning, administration and management, gender-responsive budgeting, social services, the environment, curriculum, pedagogy, research, and to advocacy. Through this Guide, teacher educators are also reminded what teachers must know and be able to do in order to promote gender equality through education. The Modules can be used individually or comprehensively depending on the situation and context of countries.This Guide is dedicated to all teacher educators, whose intellectual rigour and tireless efforts to foster enabling environments for inclusive and gender sensitive education, are indispensable for success in continuing education. 
Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century Год публикации: 2014 Организация-автор: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives.The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. Educación para la Ciudadanía Mundial: Preparar a los Educandos para los Retos del Siglo XXI Год публикации: 2014 Организация-автор: UNESCO Esta publicación explora una serie de condiciones favorables para la promoción y la puesta en práctica de la ECM. Entre estos se incluyen: la existencia de un entorno abierto para los valores universales, la aplicación de pedagogía transformativa y el apoyo a las iniciativas dirigidas por los jóvenes. El estudio reconoce que hay una serie de tensiones vigentes para con los conceptos de ciudadanía mundial y educación para la ciudadanía mundial. Si bien estas tensiones varían, todas ellas apuntan a la cuestión fundamental de cómo promover la universalidad (p. ej. la identidad, el interés, la participación, el deber comunes y colectivos), respetando al mismo tiempo la singularidad (es decir, los derechos individuales, la superación personal). Se proponen algunas maneras de avanzar para resolver estas tensiones, a la vez que se mantiene que las dificultades que plantean los elementos teóricos de la ECM no deben socavar su práctica. 
Education Transforms Lives Год публикации: 2019 Организация-автор: UNESCO Education transforms lives every day and in every corner of society. This video explores the power of education and UNESCO’s role in leading and coordinating the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education is the right of every woman, man and child.Together, we’re shaping the global citizens of tomorrow, empowered on the path of education to build a more sustainable future. UNESCO – Building peace in the minds of men and women. www.unesco.org/education 
Transitions from School to Work: UNICEF Technical Note Год публикации: 2019 Организация-автор: United Nations Children's Fund (UNICEF) This report provides guidance on ways that UNICEF can support governments and partners to help adolescents to make a smooth transition from school to decent work. To prepare them for life, work, citizenship and life-long learning, UNICEF encourages governments and partners to expand access to learning and skills development for all children and adolescents – from pre-primary to upper-secondary age, and particularly for the most marginalized. UNICEF further advocates strengthening systems to enable them to develop a breadth of skills across the life course and through multiple learning pathways, such as formal, non-formal, on the job and community based. 
포용성 증진을 위한 교육과 도시 Год публикации: 2019 Организация-автор: 유네스코한국위원회 | 대한민국 교육부 | 한국교육개발원 이 발간물은 유네스코한국위원회, 교육부, 한국교육개발원의 주최로 2019년 11월 5일 개최한 「제3회 SDG4-교육 2030 포럼」 및 「학습도시와 SDGs 포럼」의 관련 정보와 발표 및 토론자료를 엮은 자료집으로 지속가능발전을 위한 포용성과 교육을 주제로 다루고 있다. 
EIU Best Practice Series No. 29: Promoting EIU through globally connected classrooms in Thailand Год публикации: 2012 Автор: Ajarn Kanchaphat Chaoplaina Организация-автор: APCEIU This issue presents a multilateral project in Thailand, which interconnected students from Thailand, United Kingdom, Korea, Indonesia, Malaysia, Taiwan, and Vietnam to share their values and thoughts on EIU issues. Through the portals of connection, students from different regions were able to collaborate in doing group works and activities, which were focused on sharing ideas on students’ interest and every day experiences. This case highlights the specific practice that encouraged students to actively learn from one another and understand the cultural diversity, which optimized the outcome of the students’ capacity in communication skills, language skills, and personal development as global citizens. In addition to strengthening the network among participating schools, the impact of the multilateral project extended to teachers while they were engaged in exchanging pedagogical methods and knowledge to support and inspire each other. Promouvoir ECI travers les salles de classe branchés sur le monde en Thaïlande (ECI Série des Meilleures Pratiques no.29) Год публикации: 2012 Автор: Ajarn Kanchaphat Chaoplaina Организация-автор: APCEIU Cette question présente un projet multilatéral en Thaïlande, qui interconnectée étudiants en provenance de Thaïlande, Royaume-Uni, la Corée, l'Indonésie, la Malaisie, Taïwan et le Vietnam pour partager leurs valeurs et leurs réflexions sur les questions ECI. A travers les portails de connexion, les étudiants de différentes régions ont été en mesure de collaborer à faire des travaux et des activités de groupe, qui ont été axées sur le partage des idées sur l'intérêt des élèves et expériences quotidiennes. Ce cas met en lumière la pratique spécifique qui a encouragé les élèves à apprendre activement les uns des autres et de comprendre la diversité culturelle, qui a optimisé le résultat de la capacité des étudiants en techniques de communication, les compétences linguistiques et le développement personnel en tant que citoyens. En plus de renforcer le réseau entre les écoles participantes, l'impact du projet multilatéral étendu aux enseignants alors qu'ils étaient engagés dans l'échange de méthodes et de connaissances pédagogiques pour soutenir et inspirer les uns des autres.